This policy brief analyzes factors related to the implementation of effective parental involvement with English Language Learners (ELLs). It analyzes characteristics of the ELL student and parent population; barriers to ELL family engagement with schools; and characteristics of traditional and non-traditional parental involvement models. Diversity in ELL parents and their communities speaks to the need for both traditional and non-traditional models for ELL parental involvement. With a dual-model approach, variation in language proficiency is acknowledged, communication is facilitated and maintained, and communities are recognized and integrated within the school culture.
Resources related to this item
Arias, B., & Morillo-Campbell, M. (2008). Promoting ELL Parental Involvement: Challenges in Contested Times. Boulder, CO: National Education Policy Center. Retrieved [date] from https://scholar.colorado.edu/nepc/353
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