Communication With Parents of Language Learners: A Look at How Parents Understand Language Development

• In Event: Transforming the Problem-Based Notion of Academic Language and Literacy to a Resource-Based Perspective

Abstract

Research shows that schools engage with parents in a variety of ways to inform parents about their child’s academic achievement. But little to no research exists which focuses specifically on communication with parents of the nation’s fastest growing student population: language learners. Students identified as English language learners (ELLs) and/or enrolled in bilingual programs are expected to master academic content while acquiring a second language. Roughly 70% of ELLs report Spanish as their home language. This paper presents findings from a study which focused on parents of language learners in order to better understand how parents of language learners are informed about their child’s language development.
The study presented in this paper draws from critical race theory (CRT). A CRT lens centers on ways in which Spanish-speaking parents of language learners collect and interpret information about their child’s language development. Specifically, the unit of analysis is how parents use forms of community cultural wealth (Yosso, 2005) as capital to understand their child’s language development. The purpose of the study is to give voice to Spanish-speaking parents and understand how they are informed about language development, what they do with data on language development, and what effective communication with schools about language development means for them. A CRT framework gives a voice to Spanish-speaking parents and values the knowledge and experience they bring to their child’s language development and academic success.
Data will be collected through parent focus groups conducted in Spanish. School districts across multiple states offering a variety of Spanish/English language learning programs will be recruited as research sites in order to identify potential parent participants. Data collection began in the spring of 2013 and will continue through the fall. The following data will be collected: audio recordings of focus groups, moderator notes, participant demographic questionnaires. Data will be analyzed using open coding. The purpose of the analysis will be to identify ways in which parents employ forms of community cultural wealth (Yosso, 2005) to understand their child’s language development.
Preliminary findings show there is an urgent need for resources to help educators communicate with parents of language learners about the following topics: (1) ELL identification policies, program placement, and exit criteria; (2) the distinction between academic achievement and growth in academic language development; (3) resources for supporting language development; and (4) clarification on language proficiency assessment scores and reports.
The findings of this study will contribute to the literature on parent-school relationships, parent engagement, and Latino education, but more importantly, it will contribute to the scarce field of research focused on communication with parents about language development. This study will also help inform the development of tools and resources educators can use to inform parents about language development and language development standards. These tools and resources will be disseminated to K-12 educators across a consortium of 31 states.

Author

• Lorena Mancilla, University of Wisconsin - Madison