English Learners and Family Engagement

Colleen Brieck

George Mason University

EDUC606

May 4, 2014

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Abstract

Six EL students and their families were the focus of this Cultural Inquiry Study conducted in a

kindergarten classroom of a public elementary school. This study focuses on family engagement

with schools from a cultural perspective. In looking to better understand the lack of engagement

and increase family engagement and participation amongst the EL population, data was collected

and a culturally-responsive action plan was implemented.

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Introduction

As I sat down to read with Antonio, an English learner, during WEB (“We Enjoy Books”

time), I inquired about his reading from his leveled book bag at home. He expressed that he reads

through this books, but only does so alone. Upon meeting with his father for our Parent-Teacher

Conference, his father expressed that he tries not to speak any English with Antonio at home,

being concerned that his son will develop a non-native accent. He also expressed that he doesn’t

read or write with Antonio at home, not wanting to impede his English literacy development.

As I sat down one-by-one with all 22 families to discuss their children’s academic

progress, I noticed some reoccurring themes. All families seemed invested in their child’s

development and success. Several families, both native English-speakers and bilingual families,

were looking for additional strategies and resources to use with their children at tome.

Additionally, several second-language families shared misconceptions about literacy

development and multiple languages in the home serving as an obstacle rather than an asset.

Setting and Puzzlement

Setting

Abraham Elementary School (pseudonym) is a public elementary school in the northern

Virginia/greater DC metropolitan area. Abraham Elementary School has an enrollment of 607

students, in grades Pre-K through 5th. Abraham has a diverse population of students, representing

students from 33 countries and 28 languages/dialects, of which 119 students, 19.1%, are labeled

as English learners. This figure does not represent students who were previously identified as

English learners but have been exited from the program upon reaching full English-language

proficiency. In examining socioeconomic status, 127 students, 20.89%, are enrolled in the Free

and Reduced Lunch program (FRL). Abraham puts strong emphasis on allowing students to

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learn through an inquiry-based approach and that students can learn from “doing”. Scientific and

critical thinking and problem-solving skills are woven throughout curriculum and instruction.

Abraham greatly values and celebrates diversity, implementing Gardner’s Theory of Multiple

Intelligences in the classroom. Abraham’s goal is to create an environment for students to

gradually assume responsibility for their own learning, as them embark on the journey of

becoming lifelong learners.

In examining my six English learners (ELs) this year, although they are a very diverse

group of students, several commonalities are present as well. Among these 6 students, only four

are technically considered, by the school, to be English learners (per request of the parents).

These 6 students are from the following backgrounds: China, Ethiopia, Lebanon, Mongolia,

Nepal, and Saudi Arabia. Five of these students are female and one student is male.

These students range from WIDA Level 1 to WIDA Level 3 (World-Class Instructional

Design and Assessment). Students’ reading levels amongst this group of range from DRA

(Developmental Reading Assessment) levels 2-4, meeting the midyear Kindergarten reading

benchmark. However, five of these six students are placed in the lower two guided reading

groups. Two of these six students receive EL small-group support 30 minutes per day for writing

instruction. Two of these six students receive EL small-group support for 60 minutes per day for

math instruction.

Puzzlement

Our school has provided several events to encourage literacy development. In

kindergarten and first grade, parents of students are invited to the classroom daily to read with

their child during out WEB (“We Enjoy Books”) time. We send home leveled books with

students every week, encouraging families to read with their children at home. We have a Book

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Swap Night where families are invited to bring a used book and exchange it for another book to

take home and keep. In examining all of the events and opportunities, it has become evident that

many of our second-language families are not participating in these events and opportunities.

Only two of these six students have families that have attended some school and

classroom events. Three families have attended only the Fall Parent-Teacher Conferences. One

family has only interacted with the school on two occasions, when dropping their child off for

her first day, upon her transferring to school in late November and via phone conference in early

March.

My puzzlement is, why in a school with such strong/active parent communication and

engagement, is there less parent communication and engagement with regard to our EL families?

Is this a matter of lack of awareness, lack of accessibility, lack of interest? Is there something

that can be done on the part of the school to better support and encourage this school-to-home

connection? Are all parents aware that they are both welcomed and encouraged to attend? What

might I do to help them feel welcome, and to perhaps find ways that they can be involved in their

child’s literacy development?

Framing the IssueCultural Questions

Aspects of the school's culture(s) may be contributing to the puzzling situation. I will be

using the Cultural Inquiry Process (Jacobs, 1999) to study my puzzlement in depth, develop an

action plan to address the inquiry, and analyze the impact of this plan. I will focus on Cultural

Inquiry Process (CIP) question 3.2.3 (Jacobs, 1999), “How might instructional programs for

English learners be contributing to the puzzling situation?” I will also examine CIP question

3.3.1 (Jacobs, 1999), “How might mismatches between a student's or group's interaction patterns

and those of the school be contributing to the puzzling situation?” In looking to shed light on my

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puzzlement, I will examine family interactions with the school, seeking to increase family

engagement and implement action under a cultural lens. Hollins (2008) discussed the complexity

of defining one’s own culture as it is the “essence of who we are and how we exist in the world.”

Therefore, much data collection and background information will need to be gathered in order to

implement this inquiry in a truly culturally responsive way. I will seek to determine the

reasoning behind low EL family attendance at school and classroom events by speaking with my

EL families, asking them to participate in a questionnaire, and providing an activity which

requires parent engagement and family participation, but takes into account family preferences

and availability. I will then be able to determine if these school programs are not

accessible/convenient for families due to time/location, not of interest to families, not well

advertised or understood by families, or if these families hold different expectations of the

family-to-school connection. Furthermore, I hope to determine if there are other forms of family

involvement that would better suit these families’ needs.

Literature Review

In pursuing this puzzlement, my goal is to help increase EL family participation and

engagement, strengthening the home-to-school connection. In turn, I hope to increase academic

achievement. I want to better understand my EL students and their families, as well as ways I can

better support them. I want to encourage a stronger home-to-school connection, but I also want

to develop and maintain an awareness of each family’s culture, expectations, and other

responsibilities that may change what this connection looks like. I also want to ensure equity in

opportunities being provided to all of our students. Research on ELs, second language

acquisition, and family engagement support my study.

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Hawley and Nieto (2010) examine how race and ethnicity influence student response to

instruction and learning. Hawley and Nieto (2010) address socially constructed differences and

barriers creating disadvantage for various ethnic groups. They also discuss subconscious

assumptions and dispositions towards people of different cultures. Some cultures also have their

own assumptions about obstacles and limitations created by their own cultures, further

perpetuating and strengthening such barriers. Hawley and Nieto (2010) suggest that educators

make accommodations to eliminate these barriers as best as possible by: communicating

consistently and respectfully, learning about their community, learning to speak one of the native

student languages, learning to engage with families, and listening to family needs and wants for

their children. By making these accommodations, schools can be more culturally responsive,

changing attitudes, behaviors, and beliefs through deliberate actions (Hawley and Nieto, 2010).

Dixon’s (2012) study examines second language acquisition (SLA) and the optimal

conditions for SLA. Dixon finds that include higher family SES, parent and grandparent

education, strong home literacy practices, opportunities for informal second language (L2) use,

well-planned and implemented educational programs specifically for L2 learners, and sufficient

time for L2 literacy instruction are all highly influencing factors of strong and successful SLA.

While educators cannot change a family’s SES or parent education, they can go to great lengths

to support and educate parents on how to provide strong instructional development and support

at home. It is imperative to encourage families to continue supporting their first language (L1) at

home, as supporting this L1 not only preserves a special part of their culture, but also will help

provide a strong foundation that will translate to their child’s L2 (Dixon, 2012). Teachers can

encourage home literacy practices by sending home books, other literacy materials and

encouraging parents to read with their children in either L1 or L2, and to take their children to

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the library. They can promote informal L2 use by mixing L2 learners with L1 speakers and

encouraging integrated extracurricular activities. They can ensure the educational programs and

lesson plans implemented in their schools follow research-tested designs and are well

implemented.

De Jong & Leseman’s (2001) research examines the effects of home literacy on the

development of word decoding and reading comprehension from first through third grade,

through a longitudinal study of Dutch children. De Jong & Leseman (2001) assessed and

analyzed home literacy, reading achievement, and oral language skills. Parents’ instructional and

social–emotional quality had an effect on the development of reading comprehension, as did oral

language support. The effects of home literacy on reading comprehension proved to be more

significant and longstanding than the effects of parental support on decoding. Family support of

reading comprehension creates benefits in students’ reading growth that have been shown to

impact student literacy over the span of several years (de Jong & Leseman, 2001). Therefore,

promoting and supporting parents in providing reading comprehension and oral language support

in the home is imperative to bring about stronger student gains and literacy development.

Kim (2011) examined the influential factors contributing to an EL’s English language

development through a longitudinal study performed in Miami elementary schools. Research by

Kim (2011) reported that children whose parents have more education have greater odds of being

proficient in English early on compared to those whose parents have less education. In

acknowledging this reality, educators need to realize that some level of education for EL parents

on how to help support their child’s literacy and language development at home needs to be

provided. Kim (2011) emphasizes that the development of English should not be the only focus.

Educators and parents, alike, need to pay attention to factors that help maintain a child’s first

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language and promote bilingualism, as these preserve a rich culture and have significant

academic benefits. Kim (2011) found that students in less EL-populated schools tended to

develop English language skills more quickly than students in more heavily EL-populated

schools. This further supports the point that EL students need as many rich literacy opportunities

for literacy and language development as possible. By extending literacy instruction and support

into the home, students will be able to increase and enhance their literacy and language

development further.

Cummins (2011) examines academic growth in ELs and increasing this growth via

stronger literacy engagement. A student’s reading engagement can allow him or her to overcome

academic obstacles and achievement gaps created by a low-income and/or less-educated family.

Students from families of low income and low education, but who were highly engaged readers,

substantially outscored students who came from backgrounds with higher education and higher

income, but less engaged readers (Cummins, 2011). Cummins (2011) suggests that educators

should ensure that ELs and low-income students have the same opportunities and incentives to

engage actively in literacy as their peers. By strengthening students’ self-efficacy in literacy and

providing engaging and meaningful literacy opportunities, students will be better equipped to

make academic gains. In providing opportunities for literacy engagement in the home, as well as

at school, students will receive double the opportunities to engage in literacy and therefore, make

further academic growth.

Olmstead’s (2013) study of a culturally diverse population of parents of students in

grades 4-6, examines technology use as a means for increasing parent involvement and

engagement in schools. Olmstead (2013) found that both parents and teachers found technology

to be an effective tool to promote parent involvement. In acknowledging our growing and

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changing world, it is important for educators to keep up with such changes, especially with

regard to parent communication. In acknowledging the important role that technology plays in

today’s world and the convenience that it plays for many, teachers must inquire the role it plays

amongst their specific populations, such as EL families, and then use this information to guide

family interactions, communication, and support measures. By seeking input from families about

technology use and communication preferences, teachers best select preferred methods of

communication to deliver info to parents. Teachers also need to be cognizant of language

barriers or accessibility that may prevent some parents from being involved (Olmstead, 2013),

evaluating if a particular form of technology will help to overcome or amplify such barriers.

Fan (2012) examines parental involvement and how it serves a predictor for a student’s

school motivation, examining 10th grade students through a nationally representative study. Fan’s

(2012) study provides evidence that some practices of American parents from different ethnic

groups predict 10th grade students’ school motivation in different ways. It is essential to

understand the ethnic and cultural backgrounds of different groups to appropriately guide and

help involve parents in both home activities and school events. In finding how to best serve our

EL families, it is important to not make cultural assumptions, but rather, get to know each of our

families individually to best serve their needs. It is essential to understand the ethnic and cultural

backgrounds of different groups to appropriately guide and help involve parents in both home

activities and school events. In taking this point into account, there may not be only one factor

contributing to a lack of parent involvement. In turn, there may not be one all-encompassing

solution to increasing this involvement.

Hollins (2008) examines the meaning of culture, how ethnic differences influence

experiences, core values amongst cultural groups, and culture’s place and influence in the

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classroom. Hollins (2008) describes an effective framework for understanding cultural diversity

and more effectively teaching the underserved populations. Hollins's framework is based on the

theories of Piaget, Vygotsky, and other contemporary theorists. There is truth in Hollins's

statement that "teaching and learning are more meaningful and productive when curriculum

content and instructional processes include culturally mediated cognition, culturally appropriate

social situations for learning, and culturally valued knowledge" (Hollins, 2008, p.159). It is

essential that we, as educators, try to better understand and acquaint ourselves with the cultures

of each one of our students in order to more effectively craft our instruction to meet students'

needs. Data obtained can then be used to inform strategic action plan, developing solutions that

best meet the needs of students and their families.

Research and experience have shown time and time again that having a strong connection

between school and home supports learning and academic growth and achievement.

Furthermore, that promotion and use of L1 is beneficial in developing a stronger L2. I hope to

develop a means to enhance this home-to-school connection in a culturally responsive way that

best meets to needs, preferences, and cultures of our EL families.

Methodology

Data Collection

In both October and March, our school held Parent-Teacher Conferences. The

conversations with my EL families during these conferences helped inform my inquiry process.

Through these conversations, I found out what languages were spoken at home and in what

context/frequency. I also began to gain a sense of families interested in helping further support

their child’s academic development at home.

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In late October, following Parent-Teacher Conferences, I co-hosted a Kindergarten/First

Grade ESOL/HILT Literacy Night with an ESOL/HILT teacher. This event was to provide

literacy strategies and resources to kindergarten and first grade students and their parents. This

event helped provide further data measuring participation in school events by my EL families.

In wanting to gain a more well-rounded perspective of our EL home-to-school connection

and family engagement, I also interviewed my EL students about reading at home. I inquired

about if they are reading at home, what they like to read at home, the language(s) in which they

read, and with whom they read. This allowed me to determine the current level of student-to-

parent engagement in academics at home.

In order to better understand each of my six ELs and their families, I also sent the EL

families a brief questionnaire, via both paper and internet in March. Zimmerman-Orozco (2011)

discusses the importance of empowering the parents in this collaboration, so in seeking parent

feedback, I am allowing them to take an active role in their child’s literacy development. I sent

this survey in both formats in hopes of making it easily accessible and getting a strong

response/completion rate. This allowed me to better determine, 3.2.3. (Jacob, 1999), “How might

instructional programs for English learners be contributing to the puzzling situation?” It also

helped shed light on, 3.3.1 (Jacob, 1999), “How might mismatches between a student's or group's

interaction patterns and those of the school be contributing to the puzzling situation?” This

survey assessed the languages being spoken at home, the time and context in which these

languages are being used, reading and writing practices at home between parent and child,

resources/books available in the home, preferred methods of communication, time availability,

and preferences/means for receiving further support from the school/classroom. I received

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responses from five of my six EL families. This information will help me to determine how to

best support my EL families in a way that meets their needs, preferences, and availability.

Data Analysis

During Parent-Teacher Conferences, I found that my six EL families speak the following

languages at home: Nepali, Arabic (2), Mongolian, Chinese, and Amharic. Four of the six

families shared that they speak exclusively in their first language at home with their child. Two

of the families shared that they speak a combination of English and their first language at home.

Two families shared language development misconceptions and concerns. These families were

concerned that reading to their child at home in English would inhibit their child’s own English

language development and cause their child to develop a “nonnative accent”. While I addressed

these concerns and shared that reading at home with their child, whether in English or their first

language, is highly beneficial for a child’s language develop in both languages. Dixon (2012)

reaffirms that there is a correlation between a strong first language and a strong second language.

All families expressed an interest in wanting to further support their child’s academic growth and

development at home. In wanting to further address both the language development

misconceptions and desires to further their child’s language and literacy development, I chose to

narrow in on this topic for my cultural inquiry study. I hoped to better determine, 3.2.3., “How

might instructional programs for English learners be contributing to the puzzling situation?” I

also helped shed light on, 3.3.1, “How might mismatches between a student's or group's

interaction patterns and those of the school be contributing to the puzzling situation?” My goal

was to better target EL parent participation/engagement in a culturally responsive way and in

turn, increase EL literacy growth.

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In examining the attendance of the Kindergarten/First Grade ESOL/HILT Literacy Night,

an event I personally invited and informed each of my EL families about at Parent-Teacher

Conferences, I found that only two of my six EL families attended the event. This event was

designed to be more accessible to families, in hopes that we could increase EL family

attendance. We arranged to have free childcare available. The event was geared toward EL

families, rather than the whole school, so that the event would be specific, meaningful, smaller

and more personal, and less overwhelming. It was also set a little later in the evening than many

of our school events, taking place at 7:00pm in our school library. Despite strongly advertising

this event to my EL families, I only had two of my six families in attendance. Overall, we had

about 20 kindergarten and first grade families present, which is an increase in attendance for our

school’s EL families overall. However, I anticipated having better attendance from my EL

families. This lack of attendance from the EL families from my class caused me to wonder

whether or not a mismatch between these families and the school are contributing to this lack of

family participation. I wondered if families really did want to take part in their child’s learning in

a collaborative way with the school, or if perhaps they did not hold the same ideas about

education and the home-to-school connection. Zimmerman-Orozco (2011) addresses several of

these challenges when seeking parent engagement, trying to eliminate obstacles, such as:

language barriers, economic obstacles, and transportation challenges. She goes on to emphasize

empowering parents and promoting teacher-parent relations.

In discussing with my EL students their reading practices at home with families, two of

my six EL students expressed reading mostly independently at home. Three EL students

expressed reading with a parent at home. One student expressed reading with a sibling at home.

Five of six students expressed that they do not talk about what they have read with their families,

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but rather, only read aloud each text. Discussing comprehension components of a text is

imperative when looking to continue making literacy growth. Talking about what they are

reading is a highly effective way for EL students, as well as all students, to improve literacy and

language skills. The social interactions of reading are important to reading development and

reading engagement, just as the individual cognitive processes involved in reading (Cummins,

2011).

In reflecting upon the Kindergarten/First Grade ESOL/HILT Literacy Night, and wanting

to more culturally responsively address the support needs and preferences of my EL families, I

sent my EL parents a family questionnaire. From this survey, I reconfirmed the role that both

languages played in each families home. In examining the five of six families that participated in

the survey, it was verified that two of these five EL families speak a combination of English and

another language in the home. Three of the five families speak exclusively their first language at

home. All five families said that they read with their child in both English and their first

language at home. However, some families have indicated that reading “with” their child at

home involves them simply listening to and watching their child reading their leveled MARs

books in English. Three of five families expressed that they write with their child in both English

and their first language at home. One of five families shared that they write with their child in

their first language at home. One of five families expressed that they do not write with their child

at home. Five of five families listed email as their main preference for communication. Two

families additionally listed video chat as one of their preferred means of communication. One

family listed selected “in-person” as a preferred method for communication. Four of five families

indicated one or more parents working multiple jobs. Families listed a wide range of times and

locations of preference for school events. Four of five families preferred evening times for

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school events. Three of five families preferred a weekday, while two of five preferred a weekend

time. Some families cited the public library for being a preferred meeting location, while others

listed the school. Five of five EL families felt they could be better supported by having

additional reading and writing resources sent home. Three of five families expressed a preference

for receiving more detailed updates of reading and writing objectives.

This allowed me to determine that most of our EL parents do have an interest in

collaboration and communication with the school to help further their child’s academic

development. This data also made it evident that accessibility and availability with regard to time

is an issue for many of our EL families. Furthermore, it may also be a cultural preference for

some families to support their child with resources at home, rather than attend an event in the

school. All five of the families who participated in the parent survey shared a desire to further

support their child’s academic progress at home, but were looking to do so in the format of

receiving more literacy resources to utilize at home or more detailed current literacy objectives

being studied.

I also found that 4 of 6 families expressed concern about reading and/or writing with their

child at home in English, as they were concerned that their own perceived English-language

deficits would negatively impact their child’s literacy growth. Families shared widespread

timeframes of availability, several stating that it was preferred to receive supplemental resources

over being present for an additional school event. All families expressed a desire to further

support their child’s reading and writing development. Many parents expressed being pleased

with the set of leveled books that are sent home with their child on a weekly basis. Both student

reading assessment data and parent input suggest that students would benefit from helping

support reading comprehension further. Family support of reading comprehension creates

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benefits in students’ reading growth that have been shown to impact student literacy over the

span of several years (de Jong & Leseman, 2001). To support this reading comprehension,

parents could allow their child to read their book independently in English, and then discuss the

book in either their native language or English, addressing comprehension components.

Action Plan and Monitoring

Action Plan

In wanting to further support my EL students and increase their literacy growth, I am

seeking to strengthen the home-to-school connection with EL families. In striving to strengthen

this connection and engage families in a culturally responsive way, I have used my data to

support the format of my action plan. I am also looking to address the CIP questions: 3.2.3

(Jacobs, 1999), “How might instructional programs for English learners be contributing to the

puzzling situation?” and 3.3.1 (Jacobs, 1999), “How might mismatches between a student's or

group's interaction patterns and those of the school be contributing to the puzzling situation?”

I have designed an interactive Literacy Home Notebook to go home weekly with my EL

students. All students receive four books to take home each week on their independent reading

level. They are to read these books at home each night for 20 minutes. The Literacy Home

Notebook is a workbook of comprehension questions and writing activities to accompany the

reading. Families are encouraged to work on these pages together, discussing the various

comprehension components following reading. These comprehension components can be

discussed in either English or their first language. Students write their response, draw an

illustration, and identify with whom they completed the activity. Short and Fitzsimmons (2007)

discuss the strong benefits for language and literacy development in combining and integrating

all four language skills: reading, writing, listening, and speaking. This Literacy Home Notebook

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integrates these four language skills to allow students to read a text with their family, engage in a

meaningful comprehension-based discussion, and then write about the story. Additionally, this

will help my puzzlement by allowing me to determine if providing accessible and parent-

preferred engagement opportunities lead to increase in parent participation.

Since this action plan is one being implemented at home, I wanted to find a way to

support families and explain the strategies and this resource being implemented. I created a brief

letter, with visual cues, to explain the resource. I gave EL students an in-class tutorial on how to

use this resource. I also videotaped a model session, reading, discussing a component of

comprehension, and completing the activity. I emailed this model mini-lesson to EL families in

order to better support them with this new resource implementation.

Monitoring

Upon implementing my action plan, further data was collected. Parent and student

collaboration and participation were monitored. Anecdotal observations on student reading and

writing development were made. Student engagement and participation in guided reading

conversations were monitored. Student language arts assessment scores in reading and writing

were also documented and monitored before and after implementation of the action plan.

Following the collection of preliminary findings, both a parent post-survey and a student survey

were given.

In examining student and family participation and completion of the Literacy Home

Notebook (Appendix D, Literacy Home Notebook), only one family failed to participate the first

week of the action plan (Appendix F, Pre- and Post- Language Arts Assessment Data).

Following this incident, further modeled instructions were given to the parents, via video-clip. In

the remaining four weeks, all six families completed at least one page in the Literacy Home

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Notebook per week. Some families chose to complete multiple pages in the notebook per week.

Completion of the activities in the Literacy Home Notebook demonstrated that both the students

and families were active and engaged participants in the activities (Appendix E, Work Samples-

Literacy Home Notebook).

Over the five weeks of implementation of Literacy Home Notebook, students have shown

strong academic gains in literacy. Five of the six students have shown a significant increase in

their engagement and participation in guided reading comprehension discussions (Appendix F,

Pre- and Post- Language Arts Assessment Data). Two of six students demonstrated growth in

their oral language development, speaking in longer, more complete sentences and utilizing more

accurate grammar. Three of six students showed improvements in more thoroughly sounding out

letters within words in their writing. In examining literacy assessment data, four of six students

moved up reading levels between March and April (Appendix F, Pre- and Post- Language Arts

Assessment Data). Four of six students moved up one developmental stage in their writing

performance (Appendix F, Pre- and Post- Language Arts Assessment Data).

In comparing the Student Pre-Survey (Appendix B, Student Pre-Survey) to the Student

Post-Survey (Appendix G, Student Post-Survey), both student and family engagement has

increased. Several students indicated reading by themselves or with one other person at home in

the Pre-Survey. In the Post-Survey, most students named several people at home with whom they

read. Four of six students indicated writing alone at home in the Pre-Survey, but were able to

identify several people with whom they practiced writing. Students identified several additional

book topics and genres of interest in the Post-Survey compared to the Pre-Survey. In the Post-

Survey, students were also able to identify several reading comprehension topics with which they

discuss with their families.

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Conclusions & Implications

Conclusion

In examining the preliminary findings and examining family engagement, all families

were active participants in the Literacy Home Notebook, completing activities each week. Some

families even completed more than the minimum of one page per week, demonstrating high

engagement. This reveals that these EL families do value the home-to-school connection, family

engagement and participation, and promoting literacy development in the home. In returning to

the CIP questions: 3.2.3 (Jacobs, 1999), “How might instructional programs for English learners

be contributing to the puzzling situation?” and 3.3.1 (Jacobs, 1999), “How might mismatches

between a student's or group's interaction patterns and those of the school be contributing to the

puzzling situation?”, it is evident that there have been previous mismatches in interaction

expectations and preferences between families and the school. This is not a mismatch in

academic values or in participation, but more the preference in the form that this participation

takes.

Overall, the implementation of the action plan achieved the goal of increasing family

engagement and promotion of literacy development in the home, as demonstrated by the positive

and engaged feedback from students (Appendix G, Student Post-Survey) and the parents

(Appendix H, Parent Post-Survey). Both students and parents indicated that they enjoyed using

the Literacy Home Notebooks, that they continue to implement it, and that they use it to guide

their reading discussions at home.

Students made measurable literacy growth throughout the implementation of the Literacy

Home Notebook (Appendix F, Pre- and Post- Language Arts Assessment Data), displaying

growth on both reading and writing assessments. This reaffirms the findings of previous research

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studies on family engagement and the extension of learning into the home leading to greater

learning gains, as Dixon (2012) had expressed, that strong home literacy practices amongst ELs

will lead to an increase in learning gains.

Implications

This cultural inquiry study implies that educators should go to great lengths to nurture

and support a connection between home and school. In doing so, parents can be better prepared

to support their child’s literacy development at home. Students also gain more opportunities to

extend their learning beyond the regular school day, giving them more exposure and experience

with academic content and strategies. Hawley and Nieto (2010) suggest that educators make

accommodations to eliminate obstacles faced by parents, standing in the way of family

engagement and participation.

This study also implies that parent interest may not be the problem when it comes to

engaging many of our EL family populations. It often may be more of an issue of access and

preference in delivery. Many families may be unable to attend and event or simply not

comfortable attending, as was indicated through the parent feedback I received (Appendix C,

Parent Pre-Survey). It is important for educators to seek parent input when looking to engage and

involve parents. Parents are more likely to participate and engage if efforts take their needs and

preferences into account.

In considering my own teaching and teaching within my school, I will strive to continue

getting input on efforts to help support parents. It is much more efficient and beneficial to plan

an informed event or strategy rather than blindly basing decisions off of one person’s opinion

and preferences. In order to establish a true partnership between the school and home, we need to

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view both as equal partners and stakeholders in the process, looking to balance strong academic

strategies with realistic preferences and expectations.

In recognizing that there are several other staff members in the school working with this

population of students, as well as others working with similar populations, I plan to share this

information with my staff. As a teacher researcher, it is our responsibility to allow our findings to

inform and enlighten others. It can be powerful to learn about a colleague’s own research and

strategies and actions implemented, as well as the learning gains that have been brought about.

Reflection

Upon completing my undergraduate degree in elementary education, I initially

considered myself fully informed and prepared as a teacher. Throughout my graduate studies, I

have truly discovered that continuing my education is a lifelong journey. I have now come to

find that exploring and understanding one’s own culture and the cultures of others’ is also a

lifelong journey.

In looking to best meet the needs of our students, educators are constantly looking to

connect learning to student’s background knowledge and prior experiences. Throughout this

study and this course, I have come to find that effective teaching also connects learning to a

student’s own culture. Fan’s (2012) research reiterates the importance and necessity of

understanding the ethnic and cultural backgrounds of different groups to appropriately guide and

help involve parents in both home activities and school events.

This study has strongly reaffirmed by beliefs of the importance of strong home-to-school

collaboration. However, this inquiry study allowed me to adjust my expectations and

assumptions of what this collaboration can look like. Olmstead (2013) discusses utilization of

technology to increase parent engagement and collaboration. I previously only really considered

22

this collaboration as an in-person attendance of a school function. However, nurturing this

connection and student development in the home can take many other forms, such as modeling

and videotaping short clips of strong comprehension discussions or sending home an interactive

Literacy Home Notebook. I have come to realize the power of establishing a strong two-way

connection between home and school, valuing the input and preferences of families in

conjunction with my own professional knowledge. Zimmerman-Orozco (2011) emphasizes that a

meaningful, home-school connection is centralized on building a community of trust and a

school culture where “families want to give back to the school as much as they need to take from

it.” In showing families that you value their input and that you are invested in allowing their

child to make the greatest gains possible, this is a strong foundation for establishing this

environment of trust.

In reflecting on the success of the implementation of the Literacy Home Notebook, the

engagement and collaboration between students, parents, and the teacher, and the literacy growth

made, I have begun to implement the use of this notebook with all of my students. Next school

year, I plan to start out the school-year by implementing the use of this resource right away. I

feel this will be a powerful resource benefiting all of my students, not just my EL population.

Hawley and Nieto (2010) emphasize this point, that what is good for our ethnically diverse

students is good for advancing the achievement of all students.

I have also shared the interactive Literacy Home Notebook resource and my Cultural

Inquiry Study with my team. They are eager to begin implementing this resource with their class

as well. However, I have also encouraged them to seek the feedback from their families of their

classes to determine if this type of resource best serves their needs.

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References

Ballenger, C. (1999). Teaching other people’s children. New York, NY: Teachers College Press.

Cummins, J. (2011). Literacy engagement: Fueling academic growth for English learners. The

Reading Teacher, 65(2), 142-146.

de Jong, P., & Leseman, P. (2001). Lasting effects of home literacy on reading achievement in

school. Journal of School Psychology, 39(5), 389-414.

Dixon, L. (2012). What we know about second language acquisition: A synthesis from four

perspectives. Review of Educational Research, 82(1), 5-60.

Fan, W. (2012). Parental involvement in predicting school motivation: Similar and differential

effects across ethnic groups. The Journal of Educational Research, 105 (1), 21 – 35.

Hawley, W. and Nieto, S. (2010). Another inconvenient truth: Race and ethnicity. Educational

Leadership. November 2010, 66-71.

Hollins, E. (2008). Culture in School Learning: Revealing the Deep Meaning. New York, NY:

Routledge.

Jacob, E. (1999). The cultural inquiry process. Retrieved from http://cehdclass.gmu.edu/cip/

Kim, Y.K. (2011). Child, family, and school characteristics related to English proficiency

development among four-year-old English language learners (ELLs) in Miami. (Doctoral

dissertation). Retrieved from Mason archival repository service.

(http://hdl.handle.net/1920/6371)

Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends,

57(6), 28-37.

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Short, D. J. & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring

language and academic literacy for adolescent English language learners. New York:

Carnegie Corporation of New York.

Zimmerman-Orozco, S. (2011). A circle of caring: Success in engaging Hispanic parents

depends on creating a school culture that welcomes all. Educational Leadership, 64-68.

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Appendix Table of Contents

A. Conversation with Parent at Parent-Teacher Conference

B. Student Pre-Survey

C. Parent Pre-Survey

D. Literacy Home Notebook

E. Work Sample- Literacy Home Notebook

F. Pre- and Post- Language Arts Assessment Data (DRA, Writing Prompt Score,

Anecdotal Observations)

G. Student Post-Survey

H. Parent Post-Survey

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Appendix A: Conversation with Parent at Parent-Teacher Conference:

Antonio’s Father:

“I try not to speak any English with Antonio at home.”

“I’m worried that Antonio will develop an accent.”

“I do not read or write with Antonio at home. My English is not very good. I don’t want to

impede his reading and writing.”

“Does Antonio have an accent?”

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Appendix B: Student Pre-Survey

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Appendix C: Parent Pre-Survey

29

Appendix D: Literacy Home Notebook

30

Appendix E: Work Samples-Literacy Home Notebook

31

32

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Appendix F: Pre- and Post- Language Arts Assessment Data (DRA, Writing Prompt Score,

Anecdotal Observations)

StudentDRA-March

DRA- April

Writing Stage-March

Writing Stage-April

Writing Score-March

Writing Score-April

Sandra 3 4 3 3 7.5 7.5Phoebe 4 6 3 4 8 9.5Marla 3 3 2 3 5 6Martin 4 6 3 4 9 9Antonio 4 6 3 4 8.5 9Sarah 4 4 3 3 6.5 8

Assignment Completion- Lit. Home Notebook

Student 24-Mar31-

Mar 7-Apr 14-Apr 21-AprSandra X X X XPhoebe X X X X XMarla X X X X XMartin X X X X XAntonio X X X X XSarah X X X X X

Anecdotal Observations

Sandra

Oral language- improving (conversational and academic); from 1-2 word responses to progressing towards sentences; increase in engagement & participation in guided reading discussion

Phoebe

Using blends and digraphs more in her writing; rereading her writing, ensuring it makes sense; increase in engagement & participation in guided reading discussion

Marla

Beginning to utilize phonemic awareness more in reading, writing- reading/writing more sounds in words; increase in engagement & participation in guided reading discussion; Improvement in oral language, grammar

Martin

Demonstrating more correct grammar in writing; writing in complete sentences more consistently; increase in engagement & participation in guided reading discussion

Antonio

Demonstrating more correct grammar in writing; writing in complete sentences more consistently; increase in engagement & participation in guided reading discussion

SarahDemonstrating more independence in her writing, sounding out words independently

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Appendix G: Student Post-Survey

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Appendix H: Parent Post-Survey

36