language. It is the educational institution that servers to empower the community and its members to accept the diversities of various cultures. They also encourage ELL families to participate in the educational community by exhorting parent volunteer in class activities or in the planning of a multicultural event, establishing a parent resource center or providing information in native language.
High quality family involvement requires that educational leaders build structures which respond to the needs of immigrant and non-English speaking families, and that teachers know how to access these resources. Districts must make available resources such as translation and interpretation services, and teachers must be aware of and know how to use them. Training and development for teachers and educators should also include adequate information regarding various cultures so that teachers can successfully interact and subsequently, form a partnership with the parents of English Language Learners. By understanding cultural norms regarding the respective roles of teachers and parents, teachers can work to involve parents and correct mistaken beliefs (Peregoy and Boyle 2004). Teachers can also use participatory strategies to weave cultural and family knowledge into the curriculum in ways that are directly relevant to students’ home and school life.
References:
Arias, B.M., and Morillo-Campbell, M. (undated). Promoting ELL parental involvement: Challenges in contested times. Retrieved on April 9, 2009, from
http://www.greatlakescenter.org/docs/Policy_Briefs/Arias_ELL_EXEC_SUM.pdf
Brown, J.D. 1998, New Ways of Classroom Assessment. TESOL
Cummins (1994). Knowledge, power, and identity in