Running head: PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE

Parental Involvement and English Language Learners Educational Success: An

intervention using new technologies

EDUC5399G Special Topics in Curriculum Emerging Technologies for Literacy
Development across the Curriculum: Research Based Practice

Dr. Jia Li

Kirsten E. Shier 100479075

April 7
th
, 2014





















PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
Intervention Proposal

Introduction
In 2001, the Census of Canada reported that one in every six people in the country
speak languages other than English or French as their first language (Guo, 2006). ELL
parents often experience difficulty becoming involved in their childs education.
Difficulties include but are not limited to; school-based barriers such as a negative
climate towards immigrants, individual barriers such as language proficiency, and
logistical barriers such as long work hours, and a lack of childcare (Vera et al., 2012).
Cheng, Kyle, & McIntyre (2008) identify additional difficulties with parental
involvement such as transportation for parents and a lack of teacher time.
Literature Review
School and classroom websites are a common method of communication between
the school and parents. Smith, Wohlstetter, Kuzin, and De Pedro (2011) feature a charter
school in Florida that has a parental involvement tab on the school website. This tab is
equipped with the schools volunteer needs as well as links to appropriate websites for
students and parents to use for pleasure as well as assistance with homework completion.
This technology, along with other methods of involvement not discussed in this
intervention, was linked to increased parental self-efficacy and comfort in participation
within their childs education (Smith, Wohlstetter, Kuzin & De Pedro, 2011).
In addition, Graham-Clay (2005) addresses some basic, but often overlooked
methods of communication between teachers and parents. Communication suggestions
specific to technology include; phone calls to parents, online videos such as a tour of the
school, an introduction to the classroom, as well as weekly updates. These videos serve
as an auditory and visual way to communicate with parents as ELLs parents often find
PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
text heavy forms of communication difficult to comprehend and time consuming
(Graham-Clay, 2005). Classroom blogs and websites equipped with classroom updates
and resources to use at home are another form of communication and involvement. With
tools like Google Translate, text can be posted in multiple languages. Finally, Graham-
Clay (2005) suggests creating student digital-portfolios to share work with parents and
guardians when face-to-face meetings are not viable.
The literature review presents gaps in research surrounding an interactive and
engaging classroom website. A classroom website, enabling video messages, translation
tools, multiple points of parent-teacher contact, resources for home, and digital portfolios
has great potential to transform ELL parental involvement at school.
Intervention
Weebly for Education offers a space to create a free classroom website as well as
40 student profiles. Student profiles allow students access to Weebly where they can
create their own website for educational purposes. Teachers have access to students
websites where they can monitor and track changes made by learners. Students are not
able to update the teachers website unless given permission. Updating the classroom
website will more often then not become the teachers responsibility.
Rationale
Technology allows for parent-teacher communication beyond school hours. A
classroom website addresses some parental challenges with involvement such as long
work hours and childcare. An engaging classroom website should include the following;
Video Messages
Video messages are an appropriate form of communication when language
barriers are present due to a lack of, or minimal amounts of text. Text heavy forms of
PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
communication are often overwhelming for English language learners (Graham-Clay,
2005). See appendix A for example.
Multiple Contact Points
ELLs parents are often faced with challenging work schedules that may not allow
for in school visits. In addition, childcare and transportation to and from the school is
another barrier to parent-teacher communication (Vera, Susman Israel, Coyle, Cross,
Knight-Lynn, Moallem, Bartucci, & Goldberger, 2012). It is important for teachers to
present multiple forms of communication to parents. Examples include but are not
limited to; email, phone calls, and in person consultations. Some teachers may choose to
use other forms of social media such as; Twitter, Facebook, and LinkedIn. Sending a
social media questionnaire home with students allows teachers to become cognizant of
parental use and preference of electronic mediums. See appendix B for example
Accessible Translation
With resources such as Google Translate, an online tool that translates 74
languages, text based language barriers are more accessible to overcome (Graham-Clay,
2005). See appendix C for example.
Home-School Resources
Parental involvement includes assistance with homework and conversations about
school. Providing parents with free resources to use with their children as well as free
resources and activities within the community may assist in forming those key
conversations while fostering learning in an authentic setting (Jasinski, 2012). An
example of a meaningful literacy website is Starfall (http://www.starfall.com/). This
website can be used as evening entertainment with the family or individually by students
while serving an educational purpose. See appendix D for example.

PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
School Involvement
ELL parents may be unfamiliar with the school system and ultimately unaware
that parent volunteers are needed within the school. Updating volunteer opportunities on
a classroom website is important as it allows parents multiple opportunities to find an
appropriate volunteer opportunity for themselves (Smith, Wohlstetter, Kuzin, & De
Pedro, 2011). See appendix E for example.
Student Work
Posting student work on the classroom website can be a catalyst for meaningful
conversation. Not all student work is tangible and posting photos of games and activities
from class is important to share with parents in addition to the tangible work sent home
Graham-Clay, 2005). See appendix F for example.
In order for this intervention to be successful appropriate teacher training and
initial website set up time are needed. A minimum of one update per week should be
posted. An update on Friday previewing the following week of activities is preferred.
Implications
Research suggests that involving students families in education has shown results
of overall improvement of English language learners (ELLs) success (Cairo, Sumney,
Blackman, & Joyner, 2012; Collier & Auerbach, 2011). Benefits include increased
attendance, achievement levels, and increased positive attitudes towards school (Vera, et
al., 2012). Such parental involvement includes parenting, communication, volunteering,
learning at home, decision-making, and collaborating with the community (Vera et al.,
2012). A classroom website, enabling video messages, translation tools, multiple points
of parent-teacher contact, resources for home, and digital portfolios is an appropriate
intervention.
PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
Appendix A

Appendix B

PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE

Appendix C



PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
Appendix D




PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
Appendix E


PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
Appendix F













PARENTAL INVOLVEMENT AND ENGLISH LANGUAGE
References:
Cairo, A., Sumney, D., Blackman, J., & Joyner, K. (2012). F.A.C.E. Time (families and
communities educating): Accommodating newcomers in elementary school.
Multicultural Education, 19 (2), 55-58.
Chen, C-T., Kyle, D.W., & McIntyre, E. (2008). Helping teachers work effectively with
english language learners and their families. The School Community Journal, 10
(1), 7-20.
Collier, S., & Auerbach, S. (2011). Its difficult because of the language A case study
of the families promoting success program in the los angelas unified school
district. Multicultural Education.
Guo, J. (2006). Why didnt they show up? Rethinking ESL parent involvement in K-
12 education. TESL Canada Journal, 24 (1), 80-95.
Jasinsky, M-A. (2012). Helping children to learn at home: A family project to support
young English-language learners. TESOL Canada, 29 (6), 24-230.
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School
Community Journal, 16 (1), 117-129.
Smith, J., Wohlstetter, P., Kuzin, C, A., & De Pedro, K. (2011). Parent involvement in
urban charter schools: New strategies for increasing participation. School
Community Journal, 21 (1), 71-94 .
Vera, E. M., Israel, M. S., Coyle, L., Cross, J., Knight-Lynn, L., Moallem, I., Bartucci,
G., & Goldberger, N. (2012). Exploring the educational involvement of parents of
english learners. School Community Journal. 22 (2), 183-202.