Common Strategies for Successful Communication with Parents of ELs in Parent-Teacher Conferences

The United States Census Bureau reports that approximately 16.3% of the total population is of Hispanic/Latino descent, and 13.2% were other foreign-born populations in the year 2010 (Census, 2010).  One out of every four K-12 students in the United States comes from these immigrant families who speak English as a second language (Camera, 2016). Recent data show that the Adjusted Cohort Graduation Rate (ACGR) of migrant children is much lower than native English speakers in the year 2013, and the dropout rates of language learners is more than double than that of native English-speaking Americans (i.e., total dropout rate-6.8%, White dropout rate- 4.4%, English learners dropout rate-12.7%) (Stark, Noel, 2015). Studies in this direction show that the dropout rates are likely to be much higher among students who face the reality of a poor home-school relationship. Many researchers, academicians, and veteran teachers believe that regular and positive parent-teacher communication has the potential to lower dropout rates and behavior problems, while increasing attendance rates, academic achievement, and positive attitudes toward school and teachers (El Nokali, Bachman, & Votruba‐Drzal, 2010; Quiroz, Greenfield, & Altchech, 1999; Guo, 2006). In addition, parent-teacher communication has proved to be the most influential indicator of student achievement, and even more important than socio-economic status, parents’ level of education, ethnicity. Parent-teacher conferences provide an ample opportunity to establish a good relationship and build trust (Nzinga-Johnson, Baker, & Aupperlee, 2009).

1.   Traditional parent-teacher conferences allow for collaboration between school and home when the two parties (parents and teacher) discuss student academic progress, behavior, socialization, functional skills, and generalization of all skills (Staples, & Diliberto, 2010). Common problems during this kind of conference include linguistic and cultural issues. Both types problems can be eliminated if teachers work in advance and adopt the necessary steps.  (Stevens, & Tollafield, 2003)

Invitation technique: a.       Word of mouth if the parents can’t read. Teachers can request neighbors, community leaders, local organizations, agencies, or religious institutions (whichever is feasible). b.      The child him/herself. Pleasant Encounters: a.       Warm-welcome. b.      Comfortable waiting area, etc. c.       Do they understand English? Need translator? d.      Culturally sensitive. e.       Knowledge of a few words in their home language can give a positive influence. f.        Keep composure; don’t judge. Keep a Record and Plan for the Future: a.       Make a record of the conference. b.      Identify what worked well and what needs to be changed. c.       Ask them for their availability for future meetings.

Two modalities of parent-teacher conferences are being used: traditional parent-teacher conferences and student-led parent-teacher conferences (Greenfield, & Quiroz, 2000; Quiroz, Greenfield, & Altchech, 1999). There are many other generic parent-teacher conferences carried out on the basis of need, population composition of the community, and the availability of resources and funding. Schools make the choice whether they want to conduct only a few communications or many high-quality interactions (Conderman, Ikan, & Hatcher, 2000). Regardless of the modality of the parent-teacher conference, the parents of English learners a require culturally compatible model and thus need modification of some aspects.

 Many contemporary researchers believe that student-led parent-teacher conferences provide better results than the contemporary parent-teacher conferences.

Student-Led Parent Teacher Conference Planning and Execution 1. Inform: Parents and students are informed about this model at the beginning of the year, which establishes the expectation that their participation is valuable and necessary. 2.      Educate, model, and teach: Students are educated about portfolios, and various components involved in the conference. 3.      Set goals: Students set academic, social, behavioral, service learning, community involvement, and recreational goals with the help of the teachers. Students share their achievement of these goals during the conference. 4.      Practice: Students role-play the conference. Teachers and classmates provide feedback. Refining their activities, they prepare themselves for an actual parent-teacher conference. 5.      Implement: As students handle the student-led conferences, they may design a checklist which helps them to stay focused and make swift transitions. 6.      Evaluate: Teachers gather feedback from students, parents, and their own reflection, and then follow up. (Conderman, et. al., 2000)

Proponents of this model advocate for students ‘participation during parent-teacher conferences because they are an integral part of the home-school relationship; thus, students should be given an opportunity not just to attend the conference, but also to take responsibility in evaluating their own academic gains. Research conducted on this area shows significantly higher parent attendance rate than traditional parent-teacher conferences (Borba, & Olvera, 2001; Quiroz, et.al., 1999). If the language learner is a competent home-language user and if s/he has a good knowledge of the English language, this model may mitigate the anxiety a teacher has before or during the conference. However, it is important to note that this model may not be practical for very young students for the reason that they are not mature enough to follow the procedures in the right order, or if the language learner has limited English language competence because s/he may not be able to either understand the academic vocabulary in order to articulate as expected in their home language.  

Finally, a successful parent-teacher conference is not possible until all parties - parents, students, teachers, and school administration - prepare in advance. Many migrant parents are reported to be not aware of this responsibility. Teachers take initiative/responsibility to guide them through this process and get them prepared in advance to have a smooth and positive parent-teacher conferences. Sending a small set of guiding questions targeting different aspects of child development (academic/linguistic progress, assignments/assessment performance, home learning environment, support being provided in school, and their thoughts/concern about child development, or American education in general) may help them center their focus. It also helps teachers to set their expectations.

 

References

Borba, J. A., & Olvera, C. M. (2001). Student-led parent-teacher conferences. The Clearing House, 74(6), 333-336.

Camera, Lauren. (2015, November 10). Fewer students dropping out of high school. U.S. News. Retrieved from https://www.usnews.com/news/articles/2015/11/10/high-school-dropout-rates-plummet

Conderman, G., Ikan, P. A., & Hatcher, R. E. (2000). Student-led conferences in inclusive settings. Intervention in school and clinic, 36(1), 22-26.

El Nokali, N. E., Bachman, H. J., & Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988-1005.

Greenfield, P. M., Quiroz, B., & Raeff, C. (2000). Cross‐cultural conflict and harmony in the social construction of the child. New Directions for Child and Adolescent Development, 2000(87), 93-108.

Guo, Y. (2006). “Why didn't they show up?” Rethinking ESL parent involvement in K-12 education. TESL Canada Journal, 24(1), 80-95.

Munson, R. G. (2015). Graduation and Dropout Statistics Annual Report, 2014-15. Report to the Legislature. Washington Office of Superintendent of Public Instruction. School Community Journal, 14(1), 59.

Nzinga-Johnson, S., Baker, J. A., & Aupperlee, J. (2009). Teacher-parent relationships and school involvement among racially and educationally diverse parents of kindergartners. The Elementary School Journal, 110(1), 81-91.

Quiroz, B., Greenfield, P. M., & Altchech, M. (1999). Bridging cultures with a parent-teacher conference. Educational Leadership, 56, 68-70.

Staples, K. E., & Diliberto, J. A. (2010). Guidelines for successful parent involvement: Working with parents of students with disabilities. Teaching Exceptional Children, 42(6), 58-63.

Stark, P., & Noel, A. M. (2015). Trends in high school dropout and completion rates in the United States: 1972-2012. Compendium Report. NCES 2015-015. National Center for Education Statistics.

Stevens, B. A., & Tollafield, A. (2003). Creating comfortable and productive parent/teacher conferences. Phi Delta Kappan, 84(7), 521-524.