Parental involvement is one of the core components that have been shown to provide a healthy and positive effect on the academic achievement levels of children in grades K-12. The results have been almost unanimous among a variety of studies demonstrating improved grades and exam scores, high attendance and graduation rates, and advanced behavioral skills among students whose parents play a proactive role in their child’s study habits. It’s a simple fact that the more a parent is involved in the academic progress of a student, the better that student will perform in school.

Unfortunately, not every child is equipped with this helpful support system to ensure their success. This is why it’s critical that schools enact some form of involvement program to get parents engaged in their child’s education and promote active participation in any capacity. Encouragement can come in many forms and leading experts in the field of education have defined the most common and effective methods of involvement can take place both outside of the classroom and within the confines of campus.

Parenting at home has proven to show some of the most significant impacts on a child’s achievement as reading to the child and assisting with homework have both shown to be impactful and productive. Parents who maintain routine communication with teachers and administrators have also proven influential in the performance of their children along with parents who volunteer in and around the school. However, school meetings and parent-teacher conferences are still the most popular and best attended method for parental involvement. A 2007 study found that 78% of parents surveyed participated in a parent-teacher conference and 74% showed up to a class or school function. The same survey determined that parental involvement was greater with children in grades K-8 than it was with students in high school.

The Latino Family Literacy Project provides training for award-winning parent involvement programs. The focus is for both students and parents to engage in family reading to increase bilingual literacy skills. The program uses multicultural bilingual books written in both English and Spanish from award-winning publisher Lectura Books. Here is a testimonial video a school that has implemented this program and talk about the success they’ve had.

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The post How Does Parent Involvement Affect Student Achievement? appeared first on The Latino Family Literacy Project.

Teaching is universally a rewarding but challenging job. For ELL teachers, a unique set of challenges present themselves.

Students with Diverse Abilities and Needs

A current ELL classroom in the U.S. can contain students of varying countries of origin, English speaking and writing abilities, and cultural identities. An ELL teacher has to assess, get to know, teach, and support all of these students, often on a tight schedule. In the Colorín Colorado article, Oral Language Development and ELLs: 5 Challenges and Solutions, Lindsey Moses Guccione shares the importance of differentiation as a powerful tool for ELL teachers taking on this challenge, “Differentiation is the key to effective instruction for all students. Students of varying proficiency levels can learn the same content when the teacher provides a wide range of learning opportunities for students with different academic and linguistic needs.”

Lack of Resources and Training

The number of ELL students in the U.S. has been growing rapidly; however, schools and teachers are simply underprepared. The Migration Policy Institute states that over the last 30 years nearly 30 million immigrants have settled in the U.S., many of them bringing families and children. In order to provide differentiated instruction to their students, ELL teachers, and indeed all classroom teachers, specialists, and administrators working with ELLs, need greater access to high quality, research based ELL instruction professional development and assessment tools. “Lessons Learned: New Teachers Talk About Their Jobs, Challenges, and Long-Range Plans” is a report from the National Comprehensive Center for Teacher Quality and Public Agenda that surveyed new teachers dealing with students of increasingly diverse backgrounds and abilities. This report finds that new teachers, particularly in less affluent areas, felt under-supported in dealing with student diversity, and that “teacher preparation programs and new teacher support systems need to be reexamined and updated for the 21^st century.”

Poor Communication Systems

Parent and community involvement and parent-school cooperation has been repeatedly proven to benefit student academic success, and this is true for ELL students as well. A National Education Association (NEA) policy brief shares that in a 2004 study, California teachers reported having a serious issue with “poor communication among students, teachers, parents, and the community.” Because ELL teachers are often dealing with families from multiple cultural backgrounds and languages of origin, successful and meaningful communication can be particularly challenging, though not impossible. School systems can provide translators, opportunities for teachers and families to meet, and structures that support collaboration for improved communication between ELL teachers, the greater school community, their students, and the students’ families.

Helping ELL teachers to face these challenges has to be a concerted community endeavor. In their article, “Challenges confronting teachers of English language learners,” Thi Diem Hang Khonga and Eisuke Saitobwhile say that while strong ELL teacher education programs will help ELL teachers face these challenges, “concerted efforts by educators, local and central administrators, academics, local communities, and lawmakers are necessary” as well.

Seeing the increase of students from many diverse backgrounds underscores the need for multicultural books. Multicultural books allow students of different backgrounds to be able to relate to the story and be more inclined to read and retain the information.

Lectura books provides award-winning multicultural books. Their books are a great tool for students of different backgrounds. The multicultural stories help to engage not only the students but their parents as well. This encourages more reading and speaking of English at home. Visit Lectura Books YouTube page to see some of their most popular book titles.

The Latino Family Literacy Project are experts in working with Spanish speaking parents and can train your staff to work specifically with parents of diverse backgrounds at your school. The company offers both online webinar training and in person workshops.

Stay updated with the latest information about ELLs and follow our Facebook and Twitter pages. We post new information every day.

The post What Issues do Teachers of ELLs Face? appeared first on The Latino Family Literacy Project.

Hispanic culture is known to have strong oral traditions, expressed through storytelling, lyric poetry, riddles, jokes, folk prayers and incantations, songs, and many other formats. Samuel G. Armistead, author of Pan-Hispanic Oral Tradition, defines oral tradition as “any manifestation of folk culture that includes the use of language. Creativity, ongoing evolution, and chronological depth are also essential factors.” The University of North Carolina School of Education shares that “Mexico has a strong oral tradition, in which knowledge is passed down through generations via storytelling and the use of proverbs.” Proverbs are statements that share common sense advice in a sometimes metaphorical, concise, and pithy manner. The spoken word being used to impart knowledge and understanding through the use of proverbs, fables, songs, folklore, and other mediums is a central and enduring part of Hispanic familial and cultural routines and structures.

Oral Traditions Share Family Values and History

Oral traditions, such as storytelling, are different from the act of reading aloud because the storyteller knows the story, rhyme, or song by heart. The absence of a book and the storyteller’s use of variations in voice and gesture create a vividness and intimacy between the storyteller and the listeners. In an article called Building Bridges with Stories in The Storytelling Encyclopedia, Melissa Heckler and Carol Birch write, “The longevity of the oral tradition is a testimony to the power of the told story. Stories improve understanding by building bridges of intellectual, emotional, and spiritual connections among peoples.” One of the ways these powerful connections are built in the Hispanic storytelling tradition is within families. Stories may be shared while the family is resting, carrying out domestic tasks, gathered for socialization, or at other times. Many tales are passed down through generations from the old to the young. The young can learn about their family history, family roles, and the expectations and hopes that their family has for them through these stories.

Oral Traditions Transmit Culture

Oral traditions in Hispanic culture can also share information that extends beyond the immediate family to the culture as a whole. Young people may learn about roles in their community, cultural holidays, and important traditions. Members of a culture with a strong oral tradition use these narratives to better understand how to orient themselves in their culture. They will also begin to memorize and learn the songs, stories, and proverbs, which they in turn will pass down to the next generation, possibly with personal, contemporary changes or interpretations. As children’s author Uma Krishnaswami says in a video about the importance of intergenerational storytelling on Colorín Colorado, “The world is diminished in some way if stories from a number of groups of people aren’t shared and made available to everybody…storytelling is our heritage.” Oral traditions, such as storytelling, endure and evolve over time as the cultures they belong to evolve, and oral traditions continue to both record and affect people’s communal and individual identities and lives.

When Hispanic oral traditions are respected and integrated in classroom settings, all members of the educational community can benefit. The Hispanic members are able to feel culturally respected and supported by their school, while members from other cultures are given the opportunity to hear new stories, songs, and jokes and to experience diverse ways of learning.

Lectura Books  is a leading publisher of multicultural books and bilingual books with authentic stories. One popular book title is Maria de Flor. This book has a beautiful story about a family from Oaxaca, Mexico, that describes their deep-rooted tradition of how they celebrate their family members who are no longer here, but who they will always cherish. The Day of the Dead is a popular tradition and celebration from the Oaxaca region.

Visit Lectura Books Youtube page to watch a short clip of the book, Maria de Flor and to see many more examples of bilingual and bicultural books.

The post The Oral Traditions of Hispanics appeared first on The Latino Family Literacy Project.

Successful parental engagement for ELL students starts with getting the parents actively involved. Unfortunately, this can be a much tougher obstacle to navigate than one might expect. There are a variety of hindrances in the path to engagement with parents of ELL’s, most of them rooted in a reluctance on the part of parents to connect with teachers due to language or cultural barriers. Others may decline to participate due to their legal status, afraid to come to the school out of concern for being undocumented. The route towards effective, open communication takes initiative on the part of educators and school personnel to invite these parents into the fold and provide a welcoming environment for them to comfortably engage in the learning process of their children. Many of them may not have a very clear grasp of the English language, so they already feel at a disadvantage.

This is why it’s so important for schools to find ways to get parents of ELL’s to become further engaged with the class curriculum, not just by way of parent/teacher conferences and formal meetings, but instead through routine, casual interactions. Designing a framework to achieve this comes through creating opportunities for parents and children to work together to further not just the student’s grasp of the lessons in English, but to encourage the parent to engage in working towards improving their own understanding of the language. Hispanic parents reading with their children in their native tongue can prove just as beneficial as practicing the use of English together, in and out of the classroom setting. The goal here is to discourage parents from thinking that the home and the classroom are both very separate places, but instead foster a routine that makes education a collaborative effort on the part of parents and teachers alike.

Lectura books provides award-winning bilingual books that are a great tool for teaching English Learner students. The multicultural stories of each book help to engage the parents of ELL students. This encourages more reading and speaking of English at home.

The post Home-School Connections with Parents of ELL Students appeared first on The Latino Family Literacy Project.