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Parental Support for Non-Native/Monolingual Families in Dual-Immersion

Valerie Sun

California State University, Los Angeles - Ed.D. Candidate

valsun@gmail.com @MlleValSunshine

http://bit.ly/2eX2SOb

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Overview of the Literature Review

Epstein, J. (2013). Ready or not? Preparing future educators for school, family, and community partnerships, Teaching Education, 24(2), 115-118.

Ishimaru, A. (2014). Rewriting the rules of engagement: elaborating a model of district-community collaboration, Harvard Educational Review, 48(2), 188-216.

Lee, J., and Bowen, N., (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43, 193-218

López, G. (2001). Redefining parental involvement: lessons from high-performing migrant-impacted schools, American Educational Research Journal, 38(2), 253-288.

Padak, M. & Rasinski, T. (2011). Welcoming schools: Small changes that can make a big difference, The Reading Teacher, 64(4), 294-297.

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Methodology: Context

School: K-6 Dual-Immersion School

Population: 636

54.4% White

31.4% Hispanic/Latino

5.1% Asian/Filipino

6.3% Two+

25.5% Free/Reduced lunch

18.4% ELLs

6.1% Students with disabilities

Survey Context:

Convenient Sample

Parents from K-3 French program

47 Parents contacted via e-mail

27 Responded

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Methodology: Data Collection Procedure

Survey created using Google Forms, sent via e-mail

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Selected response and short answer questions

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Given the choice to provide their names or remain anonymous

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Validity/Reliability

Limitations

  • Good relationships with the parents
  • Community building at the school site
  • One school
  • One language program
  • Parent demographics

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Community Building

  • These parents feel vulnerable and helpless
    • New role
    • Discomfort

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Results

  • Dual-immersion parents want to be academically involved. How?
  • 100% read to their child(ren) in English
    • 56% attempt to read together in French
    • 30% use audiobooks, CDs, or websites in French
  • 78% found weekly newsletters to be helpful in academic connections
    • 59% referred back to the newsletter 2-3 times a week
  • 59% of the students do not or rarely hear French at home
  • Homework support:
    • 52% review weekly vocabulary words with their student
    • 63% write and practice weekly words, phrases, and dictation together
    • 22% feel unable to help their students
  • They would like to know more information about dual-immersion research

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Conclusion

  • Parents want to help their students academically
    • Parents would like for homework assignments to be explained in English, if not on the worksheet, then in a separate e-mail/website/etc.
  • Parents of students with special needs in the dual-immersion program need extra support
  • Parents depend on teachers/language program/school to provide the resources for them
    • Teachers are already busy enough, how do we get everyone to provide accessible resources?
    • How can we involve target language parents to be part of the dialogue to provide language support for these parents?

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Technology to the Rescue

  • Digital newsletters with live links
  • E-book creations (e.g. Book Creator)
  • Flipped classroom - content provided at home via video/reading (EdPuzzle - pre-made videos, Doceri - teacher-created videos)
  • Apps and web tools for language development (Tellagami, ChatterPix, Green Screening)