Research Paper on Partnering with ELL Families

What are some ways teachers can help parents of English Language Learners to support their children in their reading development?

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The act of reading involves the ability to use different resources such that a learner not only decodes words but also understands their meaning. In the same case, it is necessary to come up with ways to ensure that learners can differentiate words when strung together in a sentence and make connections between ideas. An elemental part of the same is the creation of mental pictures and summing up information as presented in a written and visual resource among other requirements. When it comes to the English language, the concept is similar, and the role of technology is integral in supporting children's reading development.

According to Opitz and Erekson (2015), parents can play an essential role in stimulating their children to read. In regard, they act as promoters of the English language in a different setting apart from the school. Parents, in their case, understand some of the weaknesses that teachers might not know about the children (Santana, Rothstein, & Bain, 2016). When it reaches such a point, teachers must inquire more about the students' characteristics in and out of the class. Since children also have diverse abilities, coming up with different learning strategies to augment their reading and comprehension abilities is essential.

Today, there are many technological resources that parents can use to stimulate their children. To an extent, teachers are more knowledgeable about their influence and capacity than the parents. In this case, teachers have a role to help the parents understand the audio and visual devices among others that parents can encourage their children to use. In agreement with Willingham (2009), like in school, studying at home should not be complicated at any time. As a result, the materials that parents use should be friendly to the students while avoiding anything that can lead to boredom.

A significant part of English language has all to do with reading. In this part, things like word choice, font size and color, and word texture come into the equation. Through television and other electronic gadgets such as computers and phones, parents can be doing joint exercises together with the children to improve reading. Since this is possible in the majority of the homes, the best thing that a teacher can do is to give exercises that require the use of technology and shared roles. This way, the parents become an integral part of the learning process, and the children continue becoming a better English speaker a day after another.

In reading and writing English, comprehension is a key focus area of the instruction. At this point, the teachers should help the parent in three ways. Firstly, they should jointly expose the students to different reading material and media. The case of phones, computers, and television is a perfect illustration. Secondly, a better understanding of literary devices is imperative. This point implies that there should be an objective in every activity that involves the parents. The third requirement is to model comprehension strategies. For instance, an activity can include repetition of words to enhance memory, interchanging their arrangement, and changing the font size among other strategies.

In the present day, the education system is also requiring learners to comprehend numerous texts and meanings as the English language develops. An evident case is the availability of mediums that support reading. For instance, some texts are the same in digital and print form while others can only be obtained via digital devices. Through television, computers, and social media among other platforms, a differentiated instruction can take place. When it reaches such a point, the teachers should help the parents understand the useful resources and how to incorporate them to augment reading.

What are some ways teachers can build strong parent-teacher partnerships to improve ELL students' success in school?

In any learning scenario, getting the parent involved is an integral step in ensuring that a child will grow academically in the appropriate ways. When there is a close association between the teacher and the parent, academic performance improves while decreasing the children's probability of developing behavior problems (Santana, Rothstein, & Bain, 2016). As Ferlazzo and Hammond (2009) also assert, engaging the parents is a way of growing successful students. Considering that society is at a critical situation due to the influence of the digital age, ensuring that parents are accessible is vital to enhance learning.

Even though the methods of building strong parent-teacher partnerships are numerous, it is essential to mention the importance of attending school events. When parents make it a habit, they come to learn more about their children's abilities which they can't identify at home or through independent analysis. In most cases, such avenues give them an opportunity to discuss the child's performance and any issues that might be impeding learning in school. It is also an opportunity for understanding the teacher's characteristics and how he/she perceives the child. Jointly, the teacher and the parent can then track the child's progressing while coming up with strategies to promote learning in and out of the school.

Another way that helps to build a strong partnership is by volunteering in the child's school. Even though many parents have busy schedules, it is always beneficial when they get a chance to volunteer at the school. In many learning institutions, there are some opportunities where parents can serve and help in the development of their children. Some include school committees and volunteering in school events among other ways. In such cases, they become closer to the teacher and emerge as a crucial resource to make the school better. Due to this closeness with the teacher and the child, the teacher-parent partnership continues to strengthen over time.

Communication is also another way of building strong partnerships. When children arrive at home, they always carry materials that can speak more about their teachers. A perfect example is the different teacher's remarks in their books. Also, publications usually take place detailing what the school offers, activities, programs, and yearly events. As a parent, frequent communication with the teachers is an effective way of establishing a bond that helps the child to develop in all aspects. Teachers and parents can also take advantage of the digital tools to communicate regularly and in different means.

Teachers should also strive to engage the parents in what the children are doing. If there is more parental engagement, there is an academic improvement, better behavior, and more positive attitudes (Ferlazzo & Hammond, 2009). One way of doing so is giving the children assignments that attract the attention of the parents. For instance, watching and summarizing a particular TV program or an activity involving computer use. As the parent's interest in the child's learning develops, the students not only become better English readers and communicators but successful children as far as behavior, attitude, and focus are concerned.

Conclusion

In summation, it is right deducing that English language development is multidimensional: it incorporates both the function of the parent and the teacher. As the children continue learning various aspects of the language such as reading and writing, the situation becomes better when parents and teachers jointly help the children. As analyzed above, it is evident that learning doesn't end in the classroom. For better intellectual development, parental support is imperative, and parents should often communicate with the teachers their children's progress. For better outcomes, parents should help the children to be more organized, discipline them while validating their effort. Above all, they must ensure that the children complete their homework as they support them in all areas that not only help in English learning but also improve attitude and behaviors.

References

Ferlazzo, L., & Hammond, L. A. (2009). Building parent engagement in schools. Columbus, Ohio: Linworth Books/Libraries Unlimited.

Opitz, M. F, & Erekson, J. A. (2015). Understanding, assessing, and teaching reading: A diagnostic approach (7th Edition). Boston, MA: Pearson.

Santana, L., Rothstein, D., & Bain, A. (2016). Partnering with parents to ask the right questions: A powerful strategy for strengthening school-family partnerships. Alexandria, VA : ASCD.

Willingham, D. T. (2009). Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for your classroom. San Francisco, CA: Jossey-Bass.