Learning to Communicate across Language and Culture: Demographic Change, Schools, and Parents in Adult ESL Classes

Autor/in	Dunn Shiffman, Catherine
Titel	Learning to Communicate across Language and Culture: Demographic Change, Schools, and Parents in Adult ESL Classes
Quelle	In: School Community Journal, 29 (2019) 1, S.9-38 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Adult Education; English (Second Language); Second Language Learning; Second Language Instruction; Cultural Awareness; Parent Attitudes; Case Studies; Social Capital; Immigrants; Parent Teacher Cooperation; Well Being; Elementary School Students; Secondary School Students; Parent School Relationship; Language Teachers; Elementary School Teachers; Secondary School Teachers; Intercultural Communication; Virginia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Elternverhalten; Case study; Fallstudie; Case Study; Sozialkapital; Immigrant; Immigrantin; Immigranten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Well-being; Wellness; Wohlbefinden; Sekundarschüler; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interkulturelle Kommunikation
Abstract	This article explores communication between parents who are adult English learners (ELs) and K--12 educators in a Virginia region that has seen a rapid increase in the number of immigrant families. Using a social capital lens, communication is viewed as the means through which information between families and educators is exchanged and authentic partnerships that support student learning and well-being become possible. The research explored the extent to which parents enrolled in English as a Second Language (ESL) classes prioritized home--school communication, the nature of parent--school communication among adult English learners and educators, and perceived challenges and supports for parent--school communication. Data analyzed were drawn from a multiple-embedded case study over 18 months. Data sources included responses to an adult ESL learner survey; semi-structured interviews with parents, K-12 educators and administrators, and adult ESL instructors; and documents. Study findings revealed parents enrolled in the ESL classes referenced home--school communication, identified challenges and supports particular to different forms of communication (oral, written, electronic), and illuminated the critical role of intermediaries who offer language and cultural interpretation. The study findings provide insights for educators and leaders seeking to foster meaningful, authentic home--school communication in new immigrant destination communities. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01