Community Engagement: Toward Social Justice and Equity in the Education Policy for English Learners

• In Event: International Perspectives on Promoting Family-School-Community Partnerships

Abstract

Language policy research puts little emphasis on parental agency. The study explored how immigrant parents advocated for higher quality and more equitable English Learners (ELs) policies and practices in Alberta. Data for the study were collected through policy documentation, interviews with 35 parents from 17 countries, and 2 focus groups with parents and policymakers. Parents reported that inequitable ELs policies resulted in the creation of a permanent underclass and utilized a range of strategies to influence such policies. The study brings new voices of ELs parents into the educational policy process. Results of this research will provide directions for ELs policies, programs and services, as well as new insights into the effectiveness of advocacy and capacity building of ELs parents.

Authors

• Yan Guo, University of Calgary

• Shibao Guo, University of Calgary