Does your school consider family involvement when inviting them to campus? We know that everyone must be included and engaged for impactful results! Research on reading and writing and how families are involved has shown that what parents do can affect how well their children perform in school. Weinstein (1998) found that literacy programs are more effective when both parents and children are involved.

How people communicate and use language, reflects their culture and beliefs and should be embraced by the classroom to celebrate diversity.

• It creates a more inclusive and welcoming learning environment. When students see their culture and language reflected in the classroom, they feel more valued and respected. This can lead to increased engagement, motivation, and academic achievement.

• It helps students develop a deeper understanding of their own culture and identity. When students are encouraged to share their culture and language with their classmates, they learn more about themselves and where they come from. This can help them to develop a stronger sense of self-identity and belonging.

• It helps students to develop a more global perspective. By learning about the cultures and languages of their classmates, students develop a better understanding of the world around them. This can help them to become more tolerant and accepting of others, and to develop the skills they need to succeed in a globalized society.

When children move to a new country and become fluent, they help their parents with their reading and writing skills. The main goal of a family engagement program is to build strong and effective partnerships with families that can help children and families thrive. The main goal of family engagement is to help children succeed in school by increasing parental involvement. Family engagement supports families and their children in learning and development through various activities, such as parent-teacher conferences, workshops, events, and volunteer opportunities.

Harper and his fellows conducted research in 2010. This research examined how parents of two groups, those who speak English as their primary language (EL1) and those learning English (ELL), communicate and get involved in their kids' reading and math learning. They studied 42 kids in kindergarten, along with their parents and teachers.

The results showed that EL1 parents talked with teachers more often than ELL parents. However, when teachers rated how much parents were involved in education, there was no difference between the language groups. For both EL1 and ELL parents, how they thought their kids were doing in reading didn't predict how well they scored. It was concluded that parents' accurate knowledge of their children's mathematics abilities might result from their contribution at home and, particularly for ELL parents, their superior understanding of and emphasis on mathematics learning. (Harper et al.,2010)

How Can Family Engagement Impact the Classroom?

Teachers have a unique chance to involve families in classrooms, encouraging parents to participate in literacy lessons and discussions. The main aim of family literacy programs is to improve reading skills (Weinstein, 1998). It is achieved through various reading activities, such as reading aloud to students and asking them questions.  Of course, students can reciprocate by reading to parents, creating two-way teaching where generations learn from each other. For instance, students can bring different family generations to the classroom to discuss family history and beliefs and compare them with the community.

How can teachers increase their knowledge of diverse cultures?

Teachers can gather cultural information from books and magazines, like pictures of their country of origin. Older family members describe and explain these stories with their children, enhancing literacy while sharing knowledge. Projects like creating books and developing presentations around family culture and stories connect culture and classrooms to communities. Parents and kids engage in improving literacy, even though language learning isn't the primary goal.

What may be a threat to starting a family engagement program?

Starting a family engagement program can be a heavy lift, but it is important to remember that the benefits far outweigh the risks. Here are some of the biggest threats to starting a family engagement program: 

• Time and resource commitment: Family engagement programs require a significant investment of time and resources, both financially and human. It is important to have a realistic understanding of the resources available before starting a program.

• Lack of buy-in from families: If families do not see the value in a family engagement program, they are less likely to participate. It is important to get input from families early on in the planning process and ensure the program is relevant to their needs and interests.

• Lack of buy-in from staff: Staff members need to be on board with a family engagement program in order for it to be successful. It is important to provide training and support for staff members so that they feel comfortable working with families.

• Lack of coordination: Family engagement programs often involve multiple departments and individuals. It is important to have a clear plan for coordination and communication so that everyone is on the same page.

• Lack of evaluation: It is important to evaluate the effectiveness of a family engagement program on a regular basis. This will help to identify areas for improvement and ensure that the program is meeting its goals.

Children should know about the benefits of the two-way learning program that's part of this approach. The family project can progress smoothly when the teacher explains these advantages to parents and students. In conclusion, the success rate increases when the family is involved and literacy programs work well. Parents can gain several advantages through these programs, including language and reading skills. Students also realize the importance of learning together. It's a two-way learning approach. Engagement of the whole family makes these programs super effective.

References

  Weinstein, G. (1998). Family and intergenerational literacy in multilingual communities. ERIC Q&A. Washington, DC: National Center for ESL Literacy Education.

  Harper, Sarah & Pelletier, Janette. (2010). Parent participation in early childhood: A assessment of English verbal communication learners and English first language families. International Journal of Untimely Years Education. 18. 123-141. 10.1080/09669760.2010.496162.