{"id":10,"date":"2020-02-27T20:42:49","date_gmt":"2020-02-27T20:42:49","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020\/?page_id=10"},"modified":"2020-05-16T05:12:39","modified_gmt":"2020-05-16T09:12:39","slug":"syntheses","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/syntheses\/","title":{"rendered":"Syntheses"},"content":{"rendered":"

Linguistic and Community Barriers can Hinder Parental Involvement for English Language Learning Students<\/span><\/p>\n

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Scholarly literature, \u201cExploration of ELL Parent Involvement Measured by Epstein’s Overlapping Spheres of Influence\u201d (Walker, 2017) and \u201cSchool Counselors as Social Justice Leaders: An Innovative School\u2013Family\u2013Community Partnership With Latino Students and Families\u201d (Betters-Bubon and Schultz, 2018) examine the benefits to English Language Learner (ELL) children when their parents are involved in their communities and education.<\/span><\/p>\n

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Under current educational structures, \u201cmany ELLs enter U.S. schools lacking the educational skills that are typically acquired by non-ELL students before the onset of formal education\u201d (Walker, 2017, p. 7-8). Thus, parental involvement is particularly essential for ELL students, who need additional support to do well in a system that is not designed for them to thrive. However, the educational setbacks faced by ELL students are in part due to the educational and linguistic barriers their own parents faced: \u201cparents whose native languages are not English are not likely to attend school meetings or school events and are the least likely to volunteer in schools\u201d(Walker, 2017, p. 10) as many schools have yet \u201cto develop culturally inclusive forums for parents and schools to connect with one another\u201d(Betters-Bubon and Schultz, 2018, p. 1). The exclusion of ELL parents hurts ELL students who already face disadvantages.\u00a0<\/span><\/p>\n

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However, once community spaces that are linguistically accessible and actively encouraged are created, ELL parental involvement increases dramatically: after introducing a homework club that\u00a0 \u201cmoved beyond homework help to include systemic interventions to affect the achievement gap\u201d for ELL students that focused on parental involvement, \u201ccommunication increased between parents of our ELL bilingual students and teachers\u201d (Betters-Bubon and Schultz, 2018, p. 6; Betters-Bubon and Schultz, 2018, p. 5). The study highlights that it is not for lack of want that ELL parents do not participate in their children\u2019s education, rather a linguistic barrier made more difficult by a sense of omission by the school\u2019s community. Once these barriers are eliminated, parents can take a more active role in their child\u2019s education to the benefit of everyone involved.<\/span><\/p>\n

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The positive implications of parental involvement in a child\u2019s education are endless. It is difficult for students, especially ones who are systematically disadvantaged to begin with, to succeed when they have neither external support from parents, nor internal understanding from schools. Connecting ELL parents to schools through community partnerships is an important step to helping ELL students succeed.\u00a0<\/span><\/p>\n

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References<\/span><\/p>\n

Walker, S. A. (2017). Exploration of ELL Parent Involvement Measured by Epstein’s Overlapping Spheres of Influence. Retrieved from <\/span>https:\/\/search-proquest-com.ezproxy.bowdoin.edu\/docview\/1938253621?pq-origsite=summon<\/span><\/a><\/p>\n

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Betters-Bubon, J. J., Schultz, J. W. (2017). School Counselors as Social Justice Leaders: An Innovative School\u2013Family\u2013Community Partnership With Latino Students and\u00a0 Families. <\/span>Professional School Counseling<\/span><\/i>. Retrieved from <\/span>https:\/\/journals-sagepub-com.ezproxy.bowdoin.edu\/doi\/10.1177\/2156759X18773601?icid=int.sj-related-articles.similar-articles.27#articleCitationDownloadContainer<\/span><\/a><\/p>\n

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Linguistic and Community Barriers can Hinder Parental Involvement for English Language Learning Students   Scholarly literature, \u201cExploration of ELL Parent Involvement Measured by Epstein’s Overlapping Spheres of Influence\u201d (Walker, 2017) and \u201cSchool Counselors as Social Justice Leaders: An Innovative School\u2013Family\u2013Community Partnership With Latino Students and Families\u201d (Betters-Bubon and Schultz, 2018) examine the benefits to English […]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-10","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/wp-json\/wp\/v2\/pages\/10","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/wp-json\/wp\/v2\/comments?post=10"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/wp-json\/wp\/v2\/pages\/10\/revisions"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-1015-spring-2020-coflaher\/wp-json\/wp\/v2\/media?parent=10"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}