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As teachers, we know that some of our most powerful allies are students’ families. This is especially true of English language learners (ELLs) who learn and think differently. Establishing a strong partnership is a win for students, families, and teachers alike. We can all benefit from the rich cultural and linguistic experiences these families bring to the school community. Sometimes barriers can get in the way of family engagement. That can leave families’ expertise and contributions unrecognized and untapped by schools. So how can you tap into this rich resource, especially when it comes to conversations about special education? Here are some things to keep in mind about culture, language, and immigration — plus some strategies to help you get started. In Understood’s resources, we use the term “English language learners” (or “ELLs”) to talk about students who are learning English. You may use this term or others in your school. Many educators are beginning to use “emergent bilinguals” (EBs) to acknowledge students’ bilingual skills. Factor 1: Expectations of schoolsHow a family participates in a child’s education, including special education services, can depend on what the family understands their role in their child’s education to be. It can also have to do with how the family feels at the school. For example, in many Latin American countries, public education calls for a family’s participation in terms of providing school uniforms and materials. Families are also expected to prepare children for school by teaching social, behavioral, and emotional life skills. Often, public schools in Latin America do not invite families to teach academics, partner with the teacher, or provide information on the child’s learning like they do in the United States, according to research. As educators, it’s our job to communicate to all families that we want to draw on their valuable assets. Those assets can greatly contribute to their child’s development and learning, especially if a child is struggling in school. Take, for instance, first-generation immigrants who may not have had access to education past primary school or who may not yet speak fluent or academic English. Those family members may assume they can’t contribute to their child’s academic development. Here again, schools can help them understand the important contributions they are already making and can continue making as experts of their children. Strategies
Factor 2: Cultural perspectives about disabilityDifferent cultures may have different perceptions, definitions, and expectations about disabilities. Those cultural associations or stigmas can impact how families view their child's disability. Some families may blame themselves for their children’s disabilities. Others may believe a curse is to blame for the disability, rather than there being a biologically based cause. Of course, be careful not to make assumptions about families’ preferences or perspectives based on their culture or language. As one example of a cultural view, people in many Latin American countries use the term “disabilities” to mean a visible disability. Learning disabilities that are not immediately obvious may not be considered disabilities. Also, many Latin American families think of kindness, good behavior, a strong work ethic, and collective responsibility to family as “being educated.” So the idea that a child may have a learning disability may conflict with the family’s perception that their child is an active and able part of their community. They may disagree with or feel discouraged by the news of their child’s disability. On the other hand, some of the Native American families I've collaborated with have viewed disabilities more holistically. They have shared that their communities tend to focus on supporting the strengths of people with disabilities. Clearly, different cultures respond differently to the concept of “disabilities.” But no matter the culture, families may also have questions about whether a disability is something the child will “grow out of” or whether the struggle is actually related to learning English. It’s important to be prepared for these questions with updated information about the child’s evaluation andabout instruction and progress in English. Talk with families to frame the term “disability” by focusing on the child’s strengths and needs. Here are three important messages to communicate:
Most families want to make sure their child has access to the supports they need to learn and thrive. When we frame special education supports this way, the conversation shifts from focusing on deficits to finding opportunities for better learning experiences. Strategies
Factor 3: LanguageFamilies of English language learners have a legal right to access school documents and meetings in their home language. That includes special education paperwork and communication. Both oral and written translation of special education information requires expertise in the services and terminology. Ideally, the translation and interpretation will also take cultural factors and nuances into account, especially given the different cultural perspectives on disability. It also should be provided in a format that is accessible and user-friendly. After the information is translated, it’s critical that families understand the terms — and the implications of those terms. For example, a translator may use the Spanish term “problema de aprendizaje,” which translates to “learning problem.” This term may not convey to families that this “problem” is a disability that needs to be addressed by special services. Watch the video below from Colorín Colorado to learn more. Strategies
Factor 4: Immigration concernsSome immigrant families may have mixed immigration status, meaning that not all family members are documented U.S. residents or citizens. Family members may feel uneasy about participating in formal school meetings, filling out paperwork, or sharing personal information with the school. Perhaps families are unsure of their rights or those of their children. They could also be concerned about immigration enforcement. You should approach families with empathy when talking about the complexities that immigrant families face. Take the time to understand a family’s concerns that might come up when discussing services available and legal paperwork. Educators like you can put practices into place that help build a culture of caring and safety at your school. Strategies
Partnerships that promote growthFor English language learners who learn and think differently — and their families — navigating school can be complex. As an educator, you can draw on a student’s and family’s assets to lay the foundation for genuine, solid partnership. By doing so with an open mind and empathy, you will begin building a trusting relationship that will benefit your students, often in life-changing ways. Related topicsWhich of the following statements most accurately describes the relationship between phonological phonemic awareness and reading?Which of the following statements most accurately describes the relationship between phonological (phonemic) awareness and reading: phonological ability is highly related to early reading success, especially word identification.
Which of the following statements best describes the language skills of children with traumatic brain injury?Which of the following statements best describes the language skills of children with traumatic brain injury? There is often marked improvement in language skills although problems may persist.
Which of the following is representative of the transformation approach in teaching strategies for multicultural classrooms?Which of the following is representative of the transformation approach in teaching strategies for multicultural classrooms? Teach your students to view events and issues from diverse ethnic and cultural perspectives.
What is bilingual education quizlet?a system of instruction that enables students who are not proficient in English to acquire both interpersonal communication skills and academic proficiency in spoken and written English.
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