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Parental involvement in education contributes to a stronger and more inclusive school community. Engaging parents in their children’s education is also a fundamental aspect of creating a supportive learning environment for our learners and has been associated with a positive impact on learner performance (Khan, 1996). However, attempting to enhance the participation of ESOL parents (ESOL standing for English for Speakers of Other Languages), in the school community who are emergent bilingual or multilingual learners themselves, appears to be a particularly challenging undertaking mainly due to their linguistic concerns as well as their unfamiliarity with the educational system (Housel, 2020; Yol, 2019). Research indicates that there are different ways to create meaningful parent - school partnerships and help parents overcome their barriers to building a successful relationship with their children's school (Housel, 2020). This article will explore the significance of engaging ESOL parents through informal coffee mornings, which will enable parents to connect, foster relationships with the school and other parents, and actively learn about their children’s education.
An ESOL parents coffee morning will create a safe space for parents to discuss school-related matters, such as the UK education system or the school’s reading or phonics programme, in an informal and relaxed environment. This will ensure that a vital part of the school community experiences a sense of unity and belonging to the wider network, which can in turn contribute to the development of a positive and inclusive school culture.
By recognising the importance of coffee mornings for parents, schools can offer ESOL families a point of entry and engagement with the school, which can make their integration to the school smoother and more enjoyable.
References
Housel, D. A. (2020). Supporting the Engagement and Participation of Multicultural, Multilingual Immigrant Families in Public Education in the United States: Some Practical Strategies, The School Community Journal, 30(2), 185-209. (Available here)
Khan, M. B. (1996). Parental Involvement in Education: Possibilities and Limitations. The School Community Journal, 6(1), 57-68.
Yol, Ö. (2019). Schools should better integrate immigrant parents. NYS TESOL Idiom, 49(1), 17–21.
How often does a classroom teacher approach an EAL teacher with the words, “I don’t know how to help this learner! I have no experience with English language learners”? There are a few key principles and strategies that can easily be shared to empower teachers to provide an educational environment that is conducive to language learning.
Getting behaviour 'right' is crucially important for all schools. Ensuring that we have a 'fit for purpose' behaviour policy that caters for all pupils throughout their schooling - including EAL pupils - is vital for the feel and culture of our schools, as well as for allowing pupils to feel safe and be in the right environment to learn to their full potential.
Truly inclusive practice extends beyond adapting materials or managing the classroom so that everybody can access the course content. It is about building a classroom culture where everybody genuinely respects and supports each other, and embraces the diversity inherent in our communities. This is more easily achieved if the members of the group understand themselves well, and what makes them different from each other.