Examining Teachers’ Awareness, Difficulties, and Collaboration in Fostering Family Involvement for English Learners (ELs)

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT068 (Friday)

Abstract

Family involvement in English Learner (EL) education supports students’ academic growth, strengthens parent–teacher communication, and fosters culturally and linguistically responsive collaboration in schools. This qualitative study examined teachers’ experiences in engaging with EL families with a specific focus on communication and collaboration practices. Guided by Epstein’s (1995) framework of six types of involvement, the study employed descriptive phenomenology (Colaizzi, 1978) to analyze semi-structured interviews with K-12 teachers in Colorado. Preliminary findings underscore the importance of interactive two-way communication and culturally responsive strategies for engaging EL families, highlighting the need for equitable school-family partnerships. This study provides actionable insights for educators, school leaders, and districts to cultivate inclusive environments and strengthen meaningful partnerships with EL families.

Author

• Leah Bomibin Matoka, University of Colorado - Colorado Springs