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I believe that an action to take to encourage MLL family involvement is newsletters home each week that go over what the class did as a whole that would include skills practiced and learned. In addition to this I would have an individual journal for each student where I would write something positive I saw the student do each day and also any serious issues we had throughout the day but all while being sure to emphasize the positive aspects. The students would bring their journals home each night to show their guardian who would then sign the journal and write something in it about the student's night whether it be an activity they did, food they ate, a new skill they witnessed, something homework related, or really anything the family wants to share with the teacher. I would have a journal collection each morning and return the journals to the students each day before they left for home. This ensures frequent communication that is broad based about the class as a whole relating to the children's education and it is also specific to each child not specific to only education. I feel that families would enjoy this because they would be able to hear positives about the student and not just the negatives and they are also made aware of what the child is learning. This provides an easy mode of communication as well.

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Breiseth, L. (2021, August). Communicating with ELL families: 10 strategies for schools. National Education Association. https://www.nea.org/professional-excellence/student-engagement/tools-tips/communicating-ell-families-10-strategies-schools

This source explores ten different strategies that members of school administration can use to communicate with ELL students and families specifically. The first few strategies are simple methods related to having up to date records and the correct contact information for family members and making sure that families know why it is so important to keep these records. Families also need to know how they are to contact their child’s teacher and the school as a whole. Different families will prefer to communicate in various ways and it is up to the teacher to figure out what works for each family in regard to what time of day and what method to use. This source suggests phone calls, text messages, social media, mail, and email or another online communication method. Breiseth also notes platforms such as Google Voice that allow for phone calls without the need to share phone numbers. Schools are legally required to provide information to the family in their home language and families may need to be educated on their rights, this means that they will need to be made aware of their translation options which could include school/school district interpreters, paraprofessionals, the Talking Points app, district translation hotline, and more depending on the school. Lastly Brieseth shares that the information and updates ELL families need to be shared in their home language need to be clearly identified and family preferences need to be taken into account.

I enjoy this source because it takes many factors into account that ELL families and teachers may be unaware of. For example, it is simple to know that contact information needs to be kept up to date but it is not so simple knowing how to do this. This website lists methods of doing this that teachers may not have thought of such as contacting the family’s interpreter, other teachers, other children in the family, and other organizations in the community that the family is involved with. I also appreciate that Breiseth shared some sources that families can use for communication that aren’t as commonly known such as Google Voice, links to information regarding translators, Talking Points, and more. The Talking Points app is such a valuable resource to have because it allows text-like communication where each person chooses the language they need to receive their messages in and the app translates the messages automatically. This app allows for quick communication between teacher and ELL families at times where a translator may not be readily available. It is also incredible that Breiseth emphasized the importance of families knowing their legal rights when it comes to communication with their child’s school. It is the school’s responsibility to communicate with the family in their home language, not the families and families need to be made aware of this so they are not taken advantage of.

I would use and recommend this source as it is very insightful. I read about issues that I was not previously aware of and was given multiple solutions for at the same time. This source provides descriptions and names of free services that help keep their information private while still improving their communicative abilities. When Brieseth mentions interpreters she talks about the various types of interpreters as well and describes them rather than just mentioning them and moving on. She encourages families to share information about their child including their strengths, talents, and personality. This source also makes the reader aware of the fact that various cultures view education and the role of the school differently. Lastly, I appreciate that the article ends with the suggestion of asking the families what is working for them and what could improve which helps to gauge how to effectively move forward with communication.

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To include families I will first make contact with all families at the beginning of the year. I will not only contact families when there is something wrong with their students but also when their students are doing well. I will invite families to come into the classroom and participate in different classroom events such as career day or classroom parties. Families will also be involved in the classroom through the class dojo and the monthly newsletter that is sent home with their students. Both of these platforms can be used in a multitude of different languages. Parents can request them in a preferred language at the beginning of the year.

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Breiseth, L., Robertson, K., & Lafond, S. (2011). A Guide for Engaging ELL Families: Twenty Strategies for School Leaders Written for Colorín Colorado by A Guide for Engaging ELL Families: Twenty Strategies for School Leaders. https://www.bostonpublicschools.org/cms/lib07/MA01906464/Centricity/Domain/112/Engaging-ELL-Families.pdf

This source is a guide of 20 strategies to engage ELL families. There are multiple different strategies in this article some of which are how to connect with ELL families, communicating important information, parent participation, and more. This article suggests learning not only about your ELL students but also about their families and cultural backgrounds. It also suggests integrating some of what you learn about that student’s culture in instruction. Finally, this article mentions respecting the student, their family, and their cultural background.

All of these strategies are very helpful in a classroom with an ELL. Some of the strategies can even be used to involve all families in the classroom, which is an ongoing struggle. This source also gives the reader a checklist to use when they are implementing a certain strategy. The article is easy to access, read, understand, and implement. This article is a great source for any educator or staff member with an ELL in their school.

I would use and recommend this source to others because is has a plethora of helpful information. It can help a struggling teacher who does not have ELL training with ease. It also provides detailed explanations and other resources. As mentioned above it has checklists to help when you are implementing a new strategy. This would be a great source for teachers to have a copy of to review whenever they need to.

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Something that I personally would do is partner with the family to become aware of any cultural considerations that could affect how I interact with the student and family throughout the year. For example, standing very close to someone could indicate either a disrespect for one's personal space or respect for a close relationship depending on the culture. Conversely, it can be viewed as either a sign of respect or an act of severe disrespect for a student to make eye contact with a teacher. I would be sure to understand the considerations behind a student's behaviour in class and their family's interactions with me. If there was a conflict between what is appropriate in their culture and the classroom environment, I would help partner with the family to help the student understand the differences between what is different between the two cultures. I would also explain the majority culture to the student to help them understand. For example, if a student was from a culture where people stand very close to others they have close relationships with, I would gently explain that while they themselves are not being rude or doing anything that is necessarily wrong, people in the United States consider that to be rude because they like more space, and I would model for them and let them practice what Americans would consider appropriate personal space. That understanding could also benefit the family because perhaps family members also behave in ways that are acceptable in the home country but that Americans find off-putting, and that could be a factor as to why they struggle to get jobs or connect to others in the community. I or the child could help them adapt in that way. While I understand that acceptable conduct varies by culture, unfortunately many people do not and simply see it as rudeness and do not account for immigrants simply not understanding. Therefore, I do not want the student treated as a disciplinary problem, so I want to understand where they come from behaviourally so that I can be fair to both them and their family as we conference and interact throughout the year. That is something I can extend to the family too by being a supportive individual who understands the majority culture and can help them adapt where important but still maintain their valuable home culture.

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An action I would take to encourage MLL family involvement would be including the families within the classroom. While there can sometimes be hoops people have to go through today with the state of the world, I still believe it will be possible to include student's families and guardians within the classroom. This will not only have to apply to the MLL students as I believe every student can benefit for having their parents, guardian, or other family member take part in the classroom. Some ways I may try to include the families is possibly having a parent read a story from their culture and/or country. The parent can read it in English if they feel comfortable doing so, or if not, they could read it within their native language and I, the teacher, could read the English version. This may not just help the parents feel more welcomed and involved in their child's life, but may help the child feel more welcome and that their culture is appreciated. I would also include parents to discuss their jobs or parts of their language, country and culture. I can also just invite parents to come in and observe the lesson which is simple but may empower them to help their student or ask the teacher, myself, more questions about their child's education and how the family can support the child at home.

Fenner, D. S. (2013). Advocating for English Learners: A Guide for Educators. Corwin.

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One action that can be taken to encourage MLL family involvement is to search for and implement ways to make connections with the students' families. This could be done by scheduling outside meetings with parents, writing letters, or messaging through email/phone calls about the progress of the student. This could also be done by finding chances for the families to volunteer and play a role in their child's academics. They could be invited into the classroom or brought together through student events, such as performances or art exhibits. A point of contact is very beneficial for a student's academic career, especially an MLL.

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Breiseth, L., Lafond, S., & Robertson, K. (2020, February 4). Encouraging and Sustaining ELL Parent Engagement. Colorín Colorado. https://www.colorincolorado.org/article/encouraging-and-sustaining-ell-parent-engagement

The article, Encouraging and Sustaining ELL Parent Engagement, provides insights into developing and maintaining parent engagement among families of English Language Learners (ELL) in education. It stresses the importance of establishing open, welcoming atmospheres, and ensuring effective communication. Strategies such as hosting family workshops, conducting home visits, and utilizing community resources are recommended to improve and develop ELL parent involvement. By cultivating strong partnerships between parents and schools, academic achievements for ELL students can be greatly enhanced. The article highlights the importance of preemptive efforts to create supportive environments where ELL families feel empowered and valued in the child's education.

Three different authors contributed to the article, all having reliable backgrounds and having contributed to multiple other articles. Additionally, the website is reliable and highly useful for those desiring to learn how to better support ELL students. Based on this, I would say it presents valuable insights into creating and sustaining ELL parent engagement and highlighting crucial strategies for doing so. It emphasizes the importance of cultural sensitivity and communication, which are essential for effective parent involvement in diverse communities. The inclusion of various approaches such as workshops and home visits demonstrate a comprehensive understanding of the challenges faced by ELL families. However, I would find it beneficial if the article included specific examples or case studies to illustrate the implementation of these strategies in real-world settings. Saying that these strategies are effective opposed to providing evidence for this information makes it a little less reliable. Overall, the article serves as a useful resource for educators and stakeholders interested in promoting ELL parent engagement, but additional empirical evidence or practical guidance could further enhance its credibility and applicability.

I find that this resource could be highly beneficial as it offers multiple options for interacting with families of English Language Learners. The article presents the common struggles that may keep families from engaging with their child’s school, and strategies to solve this. It focuses on not just one specific issue that families may face, but multiple obstacles that could restrict a family’s engagement. As a future educator, I find that implementing these strategies could lead to an improved educational outcome for the ELL students through the strengthening of communication between home and school, which allows for families to support the student’s schooling outside of the classroom and be more involved within the classroom. I would recommend this resource to others because it provides actionable insights backed by research and experience, making it valuable for educators, policymakers, and community leaders striving to promote parental involvement and support ELL students effectively.

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Knight, S., & Gilpatrick, M. (2019). ELL Families: Myths, Truths and Strategies for Engagement. Journal of English Learner Education. (9)1. https://stars.library.ucf.edu/jele/vol9/iss1/4

Throughout this journal article, the author provides insightful options for teachers as they navigate their way through parent involvement with MLLs. This article starts off by debunking the myth that parents of MLLs are disengaged due to an uncaring attitude. They state that the most likely reason for parental disengagement is frustration, intimidation, and a feeling of being culturally misunderstood. The authors then state that parents may also be disengaged due to previous undesirable situations within the school system. It is up to teachers to use the following strategies listed to mitigate these feelings. Strategies given for teachers in this article are: connect immediately, educate with love, equip and provide, tap into family’s funds of knowledge, and prepare a long-term plan for ELL parental involvement. In conclusion, the author states that using these strategies will allow for parents to better understand their child’s educational journey, which will foster a sense of excitement and engagement.

This article is a short journal article, written by Stephanie Knight and Marjaneh Gilpatrick. Both authors are associated with Grand Canyon University. This article was published in 2019 for the Journal of English Learner Education. It consists of two introductory topics, specifically highlighting literacy in ELL students and shattering the myth of disinterested parents. After the introduction, five strategies for teachers to effectively involve parents are listed and explained in further detail. Each strategy listed is backed by research.

I enjoyed this article because it was clear and concise. There is no unnecessary information to attempt to interpret, which can be difficult if one is not accustomed to reading journal articles. I enjoyed that each strategy was clearly listed. The authors provided useful background information to set the tone for the rest of the article. Each strategy listed was clear and supported by credible sources. The authors created a strong conclusion which would encourage teachers to make the most of parent involvement with MLLs.

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One specific action that I can take to include MLL learner families is to take the time to understand the basics of my students’ different cultures. I would take the time to learn basic greeting words in their home language and a few aspects of their culture. To value the MLL families' language and culture makes them feel more included in the class. By doing this, I can communicate more efficiently with the families and they can feel more inclined to get involved within the classroom. This can be done by participating in volunteer work for classroom activities or events. This allows MLL families to feel more comfortable and included within the classroom and school. Whenever you take the time to learn the basics of your student’s home language and culture, this can make the families feel more included and be more likely to get involved within the classroom. This can lead to an increased academic performance of the MLL students.

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Wassell, B. A., Hawrylak, M. F., & Scantlebury, K. (2015). Barriers, resources, frustrations, and empathy: Teachers’ expectations for family involvement for Latino/a ell students in urban stem classrooms. Urban Education, 52(10), 1233–1254. https://doi.org/10.1177/0042085915602539

This resource discusses the barriers and challenges with ELL family involvement in STEM classrooms. It talks about how a teacher’s perceptions of ELL family involvement can either support or constrain these students in school. Six different types of parental involvement in schools are defined: parenting, communication, volunteering, home tutoring, decision-making, and community-based collaboration. Studies were conducted that stated the power and influence Hispanic parents have on their child’s education has been ignored and underestimated by most people. Schools did not listen to parents who stated communication gaps impeded their children’s achievement. The article provided many data sources like interviews, field notes, and artifacts, and analyzed this data. Language barriers and over-reliance on teachers were described as the reasons teachers stated that prevented families from becoming more involved. One teacher in the article contradicted this. She aimed to build relationships with the students and their families to promote involvement. The research in this article provides a new understanding of ELL family involvement in schools.

The findings provided in this research are backed by many studies that make it reliable. Discussing the barriers teachers and families see when communicating together shows both sides of thoughts and opinions on this topic, not just one. The teacher who focused on building relationships with her students and their families proved to be effective when it came to communication back and forth between the families. This resource provided background, information, and research, discussed its findings, and included future directions to take with communicating with ELL families. The project conducted in this article provides an excellent resource for teachers and schools to read to learn more about ELL family involvement.

I would use this resource since it is backed by research. There were studies conducted with real teachers and schools in this article that make it valid. It provided many different thoughts and opinions on the subject matter and proved the importance of ELL family involvement. I would recommend this resource to other teachers who may see barriers and challenges in communicating with ELL families. This resource provides them with research that shows ways to overcome these barriers and communicate effectively to increase student achievement.

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After reading and viewing the course material, I would take the specific action of individually meeting with parents in order to get to know them better throughout the school year. These meetings would not just be for conferences about their children, but rather a time for parents to address any concerns or questions that they have regarding the content or their child. They could also take the time to get to know me better, and I would take the time to do the same with them. I would want to meet with the parents individually, but I also would like to take the action of meeting with the parents as well as their children. In comparison to video six in the University of Hawaii resource, I think it would be very beneficial to have each student make a journal/portfolio of all of the work that they have created, as well as their favorite and least favorite things about the class. During these conferences with the parents and child, I would take the action of having the child share with all of us the things in their journal/portfolio to allow the parents to see and hear firsthand what the child is learning and their likes/dislikes about the class. During this time, the parents can listen to and see what their child is showing them and follow up by asking them questions or asking me questions if needed. This action would allow me to ensure that the parents’ concerns are being addressed, while being involved in their child’s learning at the same time.

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Parsons, M. W., & Shim, J. M. (2019, May 20). Increasing ell parental involvement and engagement: exploration of k-12 administrators in a rural state. English Language Teaching, 12(10). https://doi.org/10.5539/elt.v12n10p29

This source discusses a study that was conducted about a K-12 school in a rural state regarding what can be done to effectively engage the families of ELL students. Online surveys and in-person interviews for educators were conducted that prompted them to estimate how much time they currently take in order to involve the families of ELL students in the classroom environment. This study discovered that most educators agreed that sharing information with the family helps ELL families to meet their expectations, and the majority of educators agreed that some barriers do interfere with the ELL families’ ability to develop trusting relationships with the school. ELL families have proven to fear some schools, including some mentioned in the study due to past experiences of being turned away when asking a question. Another barrier mentioned was a lack of familiarity with America’s educational system. Through the interviews and online surveys conducted, some suggestions were recorded of what the schools could do to better engage ELL families into the classroom. Some of these suggestions being to go to the ELL family first rather than waiting for them to come to the school, specifically invite them to the school in order to answer their questions, host more bilingual events, and make more personalized connections with cultural events so that there is representation. It was also suggested through this study that educating parents about how to support their child’s education will also help them to feel involved in their child’s educational process.

I think this resource is useful in the sense that it analyzes educators’ experiences within their own school about how much they involve ELL families. It undertakes different perspectives and outlines how much these educators feel that they involve the families of ELL students. This study not only analyzes how much these families are not involved, but it also analyzes how much they are involved, and what educators can do in order to increase their involvement. The strategies that are given are very efficient, they are well explained and offer alternatives to some situations, such as if the families cannot make it into the school, educators should arrange for home visits. This study takes different barriers to engaging ELL families into account and addresses them while providing logical solutions. This resource is useful for not only schools, but also the families of ELL students in order to advocate for involvement and extra services.

I would use this resource because it provides many great examples of strategies to use within the classroom to engage ELL families. For example, the article explains that the parents should be partners with the school. To implement this, I would use the suggestion explained in the article of instructing the families of the ELL students about what they can do at home to help their students in school. They can influence their learning at home, which helps them to transfer their knowledge into the school setting. Many individuals do not realize how important collaboration is, and it is especially important between educators and the families of their students. I would refer this article to others for this reason. It efficiently explains how important it is for the school and parents to collaborate so that ELL students can excel in school, and so that ELL families have a clear understanding of the educational process of their child.

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Gage Rogge

Multilingual Learning Toolkit. (2024, March 26). New Venture Fund.  https://www.multilinguallearningtoolkit.org/strategies-resources/welcome-and-engage-families/

The Multilingual Learners Toolkit is designed for teachers, administrators, and college professors who work with pre-k to third-grade MLLs. It contains research-based principles, practices, and resources to help teachers best accommodate their MLLs. Besides a section on family engagement, there are sections on ten other topics, including literacy development, classroom environment, language development, etc.  Users can obtain lesson plans, watch videos of strategies in action, and reflect on the material.  Teachers can sign up for a free account to create their personal library where the can save materials from the site.

The resource is user-friendly. I easily found the section on family engagement.  Besides articles on why family engagement is essential, several professional development tools were included.  The lesson plan and resource walk were very organized and seemed like a practical way to get teachers excited about the website. Other resources on the site include real-life classroom situations on family engagement with reflective questions about best practices. The site also offers videos, letters, and worksheets that can be used for parent participation in the classroom.

I think this resource is essential for any teacher who is teaching multilanguage learners.  Most teachers do not have time to develop their materials and this is a valuable source for practical strategies and materials to use in a MLL classroom.  This toolkit provides hundreds, maybe even thousands, of teaching materials including videos, lessons, tips, and send-home letters.  Additionally, teachers can easily save all the information.  If I end up in a classroom with MLLs, this is what I will use.

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The specific action I would take to include MLL families would be to involve technology.  This Ted Talk is a powerful way to include parents of MLLs.   Heejae Lim is an entrepreneur who grew up in a multilingual family.  She started school with very little knowledge of English.  But she was lucky enough to have a mother who knew a little English and cared enough about her children to ask questions. Heejae Lim credits her mother’s ability to communicate with her school for her success.  Today, Heejae Lim has created a phone app to help families of MLLs to connect with their schools.  The app translates information from the school to home and vice versa.  I would advocate for my school to buy a product such as this to help facilitate a connection between family and school.  Other ways I might use to connect MLLs families to schools include Facebook, Zoom, and School websites.

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There are many ways for ELL families to get involved at school and in the classroom. These families all have very interesting cultures and stories and it is important to get them involved in the classroom. One way to do this is by inviting families into the classroom. You can ask if families would be willing to come in and speak about their native country, culture or even their jobs. This would help create a sense of community in the classroom and help the students learn about the family. The family can even prepare a small activity to help foster interactions between the family and the students.

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Breiseth, L., Robertson, K., & Lafond, S. (2020, February 4). Encouraging and sustaining ell parent engagement. Colorín Colorado. https://www.colorincolorado.org/article/encouraging-and-sustaining-ell-parent-engagement#:~:text=C.-,Strategies,activity%20ready%20for%20visiting%20parents.

This article focuses on strategies for encouraging and sustaining parental engagement with ELL families. It demonstrates the importance of involving parents in their children's education and provides practical tips and activities for educators to create meaningful partnerships. This section of the article outlines various strategies that educators can implement to encourage ELL parent engagement. These strategies include creating a welcoming school environment, providing opportunities for parent involvement, and offering resources and support for parents to help their children succeed academically. The article discusses the significance of making schools "parent-friendly" to facilitate ELL parent engagement. It suggests practical steps that schools can take to create a welcoming atmosphere for parents, such as offering bilingual materials, providing interpretation services, and organizing family-friendly events. In this section, the article explores the importance of supporting parent leadership and advocacy within the school community. It highlights the benefits of empowering parents to become active participants in decision-making processes and advocates for their children's educational needs.

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There are many actions that I can take to include MLL learner’s families into their education. One specific action is to have parent teacher conferences. It is important to have these regularly such as once a month or more if needed. Parent teacher conferences allow parents to feel welcomed in the classroom. It is important for the families to feel welcomed in their child’s classroom because their child spends the majority of their day in that room. It also allows parents to talk face to face with their child’s teacher rather than emailing back and forth or through letters. This allows the families to build a relationship with their child’s teacher which is important. It is also a way for teachers and families to discuss the child’s educational experiences and goals as a way to evaluate how the child is progressing.

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One action I could take to encourage EL family involvement is to host an "open house" or "meet the teacher night" before the school year starts. With this, I could meet the parents and the students before the beginning of the school year where things may get very busy. This event will also give me the chance to get to know the families and students on a surface level before I get to know them on a deeper and personal level throughout the school year. I could also state to the parents the expectations I have of my students for the year and can hear any concerns they have for their children. For example, a parent may come to me with concerns about a student's social anxiety which I can keep in mind and make the proper accommodations for the student. I could also host another "meet the teacher night" halfway through the school year so the parents and families can see where the students are at that point compared to the beginning of the year. If I have EL students from another culture, this event can also allow me to be introduced to their culture and I can directly learn from the family any cultural or traditional concerns they have for their child.

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Lafond, S. (2019, December 20). Introduction: Strategies for engaging ell families. Colorín Colorado. https://www.colorincolorado.org/article/introduction-strategies-engaging-ell-families

This source gives numerous strategies on how to engage ELL families in their children's education. above all, this resource stresses ELL success and highlights the difference between parent involvement and parent engagement. It also explains how to convey important information to parents and stresses that the parents are also considered leaders in the education of their child or children. It also gives tips on how to incorporate community involvement into the classroom and how parents and families can contribute to the school community. Overall, this source provides helpful insight into the importance of parental engagement in their children's education. The information on this source was easy to understand and easy to access. The information provided multiple ways for families to feel included in the education process and for ELL children to feel seen and heard by the educator. I appreciated how this resource stressed how parents and families are considered educational leaders as well as school administration. I also found it interesting how much community was mentioned and how it also has an effect on the education of ELL students and their families. As stated before, I feel that this is a great resource for engaging ELL families.

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Niehaus, Kate, and Jill L. Adelson. “School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners.” American Educational Research Journal, vol. 51, no. 4, Aug. 2014, pp. 810–844, https://doi.org/10.3102/0002831214531323.

This source discusses the correlation between school support, parental involvement, and academic outcomes for English Language Learners. It also discusses the social emotional outcomes for these learners. The authors looked to see how these factors affect the educational outcomes of ELLs through different forms of studies. The used a sample of 1200 third grade ELLs to see how parental involvement affected the children’s social-emotional outcomes. This studies main focus was to show the importance of teachers and English language learners’ families having relationships and how those relationships effect the child’s educational experiences. This source spends ample amount of time diving into the family support services that are often used for parental involvement in schools. This source also took time to conduct interviews with teachers, school administrators and parents to see from their point of view how they feel about certain school support and parental involvement they are receiving.

This study appears to be an important contribution to the research being done about engaging MLL families in the classroom. It used a hands on experiment to look at real life children and how parental involvement affected them in social emotional ways as well as academically. This source also helps those who read it to understand the importance of establishing relationships with families of ELL students. It puts a major emphasis on diversity as well. It mentions the importance of schools understanding their students cultural background which is important when building those relationships. Overall, I thought this source was extremely informative and eye opening to the importance of support and parental involvement in ELL students’ educational experiences.

I would use this resource and recommend it to others for a few reasons. The first is that it has been peer reviewed so I know that it is a reliable source. Another reason is because throughout it, it goes in depth about the sample of children and how they evaluated them to get to the outcome they did. The use of a real-life experiment to look at the facts behind parental involvement in ELL students’ academic achievement helps to strengthen the facts about it. Another reason is because it had excerpts from parent interviews, teacher surveys, and school administrator surveys to help us as readers understand their point of views. I believe that good research ties in different perspectives and that is why I would recommend this resource to others.

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1. One impactful way to include these families is by inviting them to volunteer within the school community. schools can welcome MLL/ELL parents to regularly visit their child's classroom and even share aspects of their cultural background or personal interests with the class. Teachers can also prepare engaging activities to make these parent visits feel welcoming and valuable. Beyond the classroom, schools should encourage MLL/ELL parents to volunteer in other areas of the school, such as the main office, lunchroom, library, or after-school programs. This allows parents to contribute their unique skills and talents. Schools could also  find creative ways to bring together ELL and non-ELL families through events like cultural nights, student performances, workshops, and exhibits. These community-building opportunities can help foster trust and engagement between the school and diverse families.

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Breiseth, L., Robertson, K., & Lafond, S. (2015, November 30). Connecting with ELL families: Strategies for success. Colorín Colorado. https://www.colorincolorado.org/article/connecting-ell-families-strategies-success

This article from Colorín Colorado provides valuable guidance for teachers and school personnel on how to effectively engage and support the involvement of ELL families. It addresses common challenges ELL parents face, such as enrolling their children in school, participating in the PTA, and using interpreters. The article emphasizes the importance of providing translation services, integrating cultural traditions, and offering staff training on working with ELL families. It also shares examples of successful school initiatives, like family literacy programs and bilingual cooking classes, that have helped foster stronger connections between ELL parents and the school community. Overall, this resource offers practical, actionable strategies for making ELL families feel welcome and empowered to be active participants in their children's education.

This article is an excellent, comprehensive resource for addressing the challenges ELL families face in engaging with their children's schools. The strategies and examples provided are highly practical and actionable, giving teachers and school staff concrete steps they can take to improve communication, build trust, and foster greater involvement from ELL parents. The resource covers key issues like enrollment, PTA participation, and interpreter use, providing nuanced guidance on navigating these areas. Additionally, the emphasis on integrating cultural traditions and offering staff training demonstrates a thoughtful, holistic approach to supporting ELL family engagement. Overall, this is an exceptionally well-researched and well-written resource that school personnel would find extremely valuable in their efforts to create a more inclusive,

welcoming environment for ELL families. The only potential limitation is that it does not provide links to additional resources, but the information contained within is robust and highly applicable.

I would use this Colorín Colorado resource extensively to guide my approach to engaging and supporting ELL families at my school. The strategies outlined are comprehensive, practical, and grounded in research, making them highly applicable and impactful. I appreciate the resource's focus on addressing common challenges ELL parents face, from enrollment to PTA involvement, as well as the concrete steps it provides for how teachers and staff can facilitate greater inclusion. The emphasis on integrating cultural traditions, offering translation services, and training staff on working with ELL families is particularly valuable, as it demonstrates a holistic, empathetic approach to building trust and fostering meaningful partnerships. The real-world examples of successful school initiatives are also incredibly useful for sparking ideas and inspiration.

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A specific action I would take to encourage MLL families to stay involved in their child's education is finding out their preferred method of communication. If the parents do not have access or knowledge of how to reach out to teachers about their child's success, they are less likely to stay involved. Each family will have their own preferences on how to communicate, while there may be some parallels among families from specific areas that use the same ways. The more you understand how families like to communicate, the more effective your communication will be. These different communication styles could be things such as phone calls, texts, emails, or online communication. When they prefer to communicate is also a factor that gets included in this conversation. Some parents are unable to take a phone call from the school while at work. There is also the chance when working with parent's of MLLs that the cultural norms surrounding forms of communication need to be respected.

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Connecting with ELL Families | Reading Rockets. (n.d.). Reading Rockets. https://www.readingrockets.org/helping-all-readers/english-language-learners/connecting-families

Connecting with English language learners (ELL) families can be achieved through various strategies, which may take time to develop. This article offers 10 ideas to help you get started, along with key questions to guide you, to ensure a successful and beneficial experience for both now and in the future. The article covers family engagement, communications, and resources for connecting with ELL families, providing detailed information on each strategy within each section. Multilingual families can be effective advocates for their children, but their partnerships will vary depending on the school setting and community, necessitating innovative thinking. The end of the article also includes more resources on how to connect and engage with ELL families.

A crucial first step is to discover more about your family. Begin by contacting staff members that interact directly with families, such as family liaisons, ESL or bilingual instructors, community organizations, and paraprofessionals. You may also make families feel welcome by acknowledging their languages, presenting bilingual materials, learning about their hobbies, and organizing social activities. Families should be informed about available resources at school and community, including mental health support, financial assistance, and mentorship opportunities. ELL families may have many views, questions, and concerns about the school, and understanding these issues can help schools work more successfully with families. Families may have preferences for how and when to communicate. For example, some families like texting, whilst others prefer phone conversations or social media updates. It's also crucial for schools to remember that families' contact information might change; for example, families that use prepaid mobile phones may receive new phone numbers on a regular basis.

I would use this resource and recommend it to others to use because it is easy to use and understand. It is broken up into different sections that allow the reader to look in one specific area if they only need help identifying one situation. This resource also acts as a gateway into other resources linked that connect to the topic of connecting with ELL families. The article also adds in key questions throughout that the teacher should be asking themselves and the school. This article could be used for anyone within a school based environment and is user friendly.

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After reading the course material, I found that one specific action I can take to include MLL families is to initiate informal meetings with them outside of the school setting. Sometimes MLL families can’t come to the school or feel uncomfortable going to the school. If meeting is an issue, I can find other ways to meet with the family that is more comfortable and convenient for them. This could involve simple gestures such as walking MLL students to their pickup location after school. By doing so, I can then greet and engage in informal conversations with parents. By meeting families in familiar settings outside of the school environment, I can build a foundation of trust, which can lead to increased involvement in school events and meetings. This approach demonstrates a commitment to reaching out to MLL families on their terms and creating opportunities for meaningful engagement in their child’s education. Through meaningful connections, I can create a strong relationship with MLL families and help them feel comfortable reaching out to me if there are any concerns or issues that arise.

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Opening up my classroom to parents and families is something I find helpful for student success. For example, "Donuts for Dads" or "Muffins for Mom" could get parents/families into the classroom to stop by and break that barrier of home-school. Another opportunity for families to enter the classroom is providing volunteer opportunites with various time frames. For instance, allow for parents to choose a time to come in during the week to read a book to the class or share about their occupation, etc. On the other hand, organizing informal gatherings outside school (for example, hosting a local park meet-up for parents and students to socialize and meet, providing snacks, etc) could be beneficial if families are more hesitant to be involved inside the classroom. Recognizing that some families may find it challenging or uncomfortable to visit the school, I would tailor it to those needs. In addition, I will provide various time frames for meeting to meet families' diverse needs and schedules. By actively engaging MLL families on their terms and creating opportunities for meaningful participation, schools are building bridges that strengthen home-social connections and support the educational journey of every student.

I think that communication is very important. I would communicate with parents every week to stay consistent in our connection to build the home-school relationship. Communication would betwo-ways and available for them to reach me with any questions, concerns, or thoughts. I would be able to send out emails, or even be available to communicate via the phone.

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Clindstrom. (2020, January 29). Connecting with ell families: Strategies for success. Colorín Colorado. https://www.colorincolorado.org/article/connecting-ell-families-strategies-success

Establishing a welcoming environment in schools is vital for fostering open communication and connecting effectively with families, particularly those from diverse backgrounds. Schools can achieve this by visibly embracing cultural diversity through displays of student work, photos, and symbols representing students' native countries. Providing information in multiple languages, ensuring accessibility, and offering bilingual staff or interpreters facilitate clear communication with ELL families. Additionally, maintaining proactive and regular communication through events like picnics or multicultural celebrations fosters trust and partnership. By actively engaging ELL families in decision-making and seeking their input, schools demonstrate a commitment to inclusivity and collaboration, enriching the educational experience for all.

Effective communication with Multilingual Learner (MLL) families involves implementing practical strategies to bridge language barriers and foster meaningful engagement. For instance, schools can utilize translated materials, such as newsletters, event invitations, and school policies, in multiple languages commonly spoken by MLL families. Offering language interpretation services during parent-teacher conferences, school events, and important meetings ensures that families can participate fully and feel valued. Providing culturally responsive workshops and informational sessions tailored to the needs and interests of MLL families also promotes mutual understanding and collaboration. By actively incorporating these strategies, schools demonstrate a commitment to creating an inclusive environment where MLL families feel empowered and connected to their children's education.

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Colorín Colorado. (2016, February 4). How to reach out to parents of ells. https://www.colorincolorado.org/article/how-reach-out-parents-ells

This resource offers strategies for educators to engage parents of ELLs in school-wide settings effectively. It addresses the challenges faced by ELL parents, including language barriers, cultural differences, and unfamiliarity with the U.S. education system. There is a foundation for educators to develop strategies that promote meaningful inclusion. This resource shows the importance of using the preferred language of ELL parents and offers practical suggestions for providing bilingual support through interpreters and translated materials. Also, the resource advocates for a deeper understanding of the U.S. school system among educators, encouraging them to explain school policies, curriculum standards, and parent rights in accessible language. There is emphasis on clear communication and cultural responsiveness, and this helps educators with the necessary tools to create relationships with ELL parents and support their inclusion in their child’s education.

The resource provides valuable information and recommendations for educators looking to increase family engagement with ELL parents. The strategies are based on proven methods and support the different needs of ELL families. The resource effectively acknowledges the importance of cultural sensitivity and language accessibility in promoting meaningful connections between home and school. Also, it emphasizes on initiating communication and building relationships. I think that this is a valuable resource for educators that are committed to promoting supportive learning environments for all students.

I would use this resource to improve my practice and strengthen my ability to engage effectively with ELL parents. I appreciate the emphasis on using preferred languages and providing culturally responsive support. I would use the tools recommended in the resource, such as bilingual interpreters for meetings and translated written materials to ensure clear communication for ELL parents. I would also incorporate strategies like arranging home and community visits to build relationships and address concerns. I would recommend this resource to others because it offers practical strategies that can be implemented in diverse educational settings. By using the information and tools provided in this resource, educators can create more welcoming and inclusive spaces where all families, including ELL parents, feel welcomed and encouraged to participate in their child’s education.

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There are many things I can do to include ELL families. I can send out weekly emails to the ELL’s family to let them know how their student is doing in class. I can also have an open door policy where parents can come in for a meeting whenever they want to or to just check in. I also think it is very important to have some sort of cultural day where students can share a bit of their culture and have some family members join them as well. My classroom is a place for a student to learn, but it should also be the center of community for each student and their families. These strategies will help families feel welcomed and involved in their child’s academic life. The weekly emails will be beneficial to families because they will be able to stay up to date on how their student is performing in class. They will also be informed on what is happening in class and what topics students are learning about. The weekly emails will make sure families know what is going on in the classroom at all times each week. The email will also include an outline of the lessons planned for each week. Having an open door policy will hopefully encourage the families to visit the classroom. Family relationships are a big part of teaching and matter greatly in students’ academic lives. Having a cultural day will not only allow the ELL students to share parts of their identity with the class, but will allow the ELL student and their family to feel welcomed and seen.

Menu. AFFECT. (n.d.-a). https://affect.coe.hawaii.edu/video-library/

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This resource offers a variety of information regarding ELL and their families. This resource provides many strategies for helping ELL families in the enrollment process, using interpreters, and participating in PTO. Because families may not have an interpreter or may struggle with the interpreter, having translated forms would be incredibly helpful. Having forms that are translated can eliminate any confusion or miscommunication. Translated forms also help families get the enrollment process down quickly and effectively. I think that translated forms would be effective and beneficial for ELL families. It would be effective because it is a stable form of communication. Another strategy for helping ELL families with the enrollment process and participating in PTO would be to host welcome centers. Welcome centers and welcome kits are a great strategy because they help ELL families obtain information while establishing a relationship. Welcome centers and welcome kits provide ELL families with the information they need to enroll their child or join PTO. It also provides families with dates and times. Welcome centers should be filled with bilingual staff to help ELL families through each process. I would recommend these strategies because they are helpful. They help build community and make the overall processes less confusing. Signing up for things often leads to paperwork and a lot of time spent working on said paperwork. With these strategies, families can get the help they need to get their student’s academic life started.

Engaging ELL families: Tips for school leaders. (n.d.). https://www.bostonpublicschools.org/cms/lib07/MA01906464/Centricity/Domain/112/Engaging-ELL-Families.pdf

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After reviewing the content for this week, I was able to make some connections to the family involvement I have with the parents at the day care where I work.  In one of the videos, a parent mentioned that they are willing to help their school in any way.  I believe this is how most parents feel.  One specific action I can take to include MLL learner families is workshop days.  In one of the videos, at a school in Hawaii, they have days where families come and just spend the day working together at the school on the garden, prepping class materials, and maintenance at the school.  In personal experience, you can truly connect to people by simply taking the time to spend together.  This school even mentioned that families will bring food to share and the kids play together.  Personally, this paints the perfect picture of community.  I strive to get that close to the families of my students.  When you have a solid foundation, it will make the communication about their child’s development flow naturally.  I want all my families to know that I deeply care about them.  With implementing family days as mentioned, I hope it will show that I care to get to know them, and I’m not just a teacher there to do the bare minimum just to cross off a box.

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Premo, E. (2023). Early Childhood Research Quarterly. Pre-kindergarten teachers’ family engagement practices and English Language Learners’ attendance and early learning skills: Exploring the role of the linguistic context, 63(2), 1-14. https://www.sciencedirect.com/science/article/pii/S0885200622001119?ref=pdf_download&fr=RR-2&rr=87a27511aa9507fb

In this article, the author examines family engagement practices, linguistic match, and ELL child outcomes.  It also highlights that children benefit from family engagement and teacher teacher communication practices.  There has been research on the effects of family engagement for English speaking families in the preschool environment, but there hasn’t been a focus on ELL families.  The purpose of this study was to evaluate how family engagement practices are connected to ELL student attendance, socioemotional skills, and early literacy skills.  A survey was sent to interested schools and centers that offered public pre-k to collect data for the study.  It was concluded that frequent opportunities for two-way communication were essential to build strong relationships. Parents view pick up and drop off as crucial times for checking in with the teachers and to ask questions.  Overall, this article was interesting to read.  The background information was sustainable to show the reasoning for research in ELL preschool family engagement.  It clearly showed a gap of research, and the authors successfully helped to fill the missing studies in ELL preschool family relationships.   The authors evaluated how the engagement affects the attendance, linguist growth, and socioemotional growth. The testing was fair and conducted in an ethical way.  Additionally, the authors interpreted the data and shared the information collected in an orderly fashion. The authors provide a call to action that is concise as society continues to evolve.  This article has made an impact on the way I view my interactions with parents, in particular, my parents that speak multiple languages.  Last school year at the preschool, we had a student who spoke Spanish at home.  For the student that spoke Spanish, I remember feeling anxious to talk to the parent at drop off at first.  I was worried that I was going to not use clear enough English or use phrases they wouldn’t understand.  This article clearly shows how much families value a relationship with the teachers.  Instead of focusing on messing up, I should focus on just trying to share the joy of their child and the positives in the classroom to create a firm foundational relationship.  This is an important reminder for all educators.

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There are many different actions that can be taken to include MLL learner families. One specific that I can take it to take the time to understand the different cultures of my students. Maybe there are little words that I would be able to learn to help them more understand things. This may help the student(s) feel more comfortable and included in the classroom. To gain knowledge of this, I would have to talk to the student's family. This could also help with communicating with the parents as well. Doing this helps the parents feel more included, and that someone is trying to help their child. With this, I feel the student is able to excel more in the classroom than before.

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One specific action that I can take in my classroom to encourage MLL family involvement is to advocate for families who have not yet developed their own voice. Many times, families are not a part of their student's academic lives because they are unsure how to get involved. As a teacher, if I notice an MLL falling behind and I do not know their family, I will advocate for them until they are able to establish a connection with the school. I will encourage them to get involved and give them specific ways to do so. I want families to have a say in their child's education. It is unfair for them not to have a voice when they are unsure how to have one heard. As their teacher, I can begin to remove advocacy supports when the families become more comfortable communicating with the school.

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Section III: Family engagement. Learning for Justice. (n.d.). https://www.learningforjustice.org/magazine/publications/serving-ell-students-and-families/section-iii-family-engagement

This article begins by explaining why it is important to reach out to families of the students being taught calling them “an often-untapped resource” (Galaviz). The article continues with talking about the dos and don’ts when communicating with families of ELL students. It is important regardless of the family’s English proficiency levels to ensure they are staying involved with their children’s education. Offering translation services is an important asset for families who don’t speak English. This article also talks about creating communication plans for the families of ELL students to ensure proper communication can be achieved. There is also a difference between translation and interpretation that gets discussed in this article. In addition, there are appropriate and inappropriate people who provide language access. The only people who should provide the language access are staff that are certified interpreters in the language, a professional interpretation company, and employees from a language line.

Looking at the dos and don’ts in the article, I notice that the family’s primary language needs to be used and the student should not be the translator. Also, the meeting should begin on a positive note, talking about a strength the student has academically, socially, athletically, etc. This builds trust and open communication between the family and teacher which is important for continued support and engagement. Additionally, this article explains the opt-out process for students to not be enrolled in language assistance programs. Though it varies in every state, a general rule is to have a meeting with ELL student and family about the eligibility, ensure qualified staff member provide details about the program, and include documentation of the meeting with consent from families.

This resource is great for teachers to refer to when working with families of ELL students. Having the section on dos and don’ts when it comes to communication with the families is great to ensure teachers are appropriately communicating. The section that talks about how to create a communication plan is a great resource for not only teachers, but also other faculty and staff involved with the process. This resource is also a good reminder for teachers what is correct and incorrect when it comes to written and verbal communication with families. I would recommend this resource to others because it is a comprehensive and in-depth article covering a lot of different ways to communicate effectively with parents and guardians who may not speak English.

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After reviewing the materials provided in our module this week, I found several strategies and techniques I could utilize to actively include MLL families in my classroom setting in a way that is  respectful, appropriate, and inclusive. One specific action I could take would be to offer familial events or volunteer opportunities throughout the school year. For instance, I would implement various themed days and celebrations where all of my students’ families would be encouraged to come into our classroom and share their diverse perspectives, traditions, and culture. A few events I would host include a family literacy night where families could read and share traditional stories and folktales from their heritage and culture, a show and tell where families could bring in objects and present music or dances to the students, and a cultural craft show where families could prepare art activities for students and rotate around the classroom in centers. By doing so, I feel as though I could effectively promote family engagement, a deeper understanding and appreciation for cultural diversity, and a more open mode of communication between the home and the classroom.

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An action that I would take to include MLL families is by encouraging them to get involved in the MLL's learning process. When these families get involved, it provides the student with a sense of comfort and gives them an extra nudge to keep pushing forward. In the text book it talks about how, "Educators need to encourage EL families to volunteer in their schools" (pg. 129). They will be able to come in, and work with the students, or present to the class with food. They can explain how whatever they are presenting relates to their culture, and then this would give others an understanding of the culture along with helping the MLL student to feel more at home. This involvement can also encourage the family to help work with the student on down time at home to help them improve at a faster rate.

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Section III: Family engagement. Learning for Justice. (n.d.). https://www.learningforjustice.org/magazine/publications/serving-ell-students-and-families/section-iii-family-engagement

This source talks about the different ways in which you can get the family involved or engaged. It talks about the importance of seeing the families to understand the students lives outside of school, along with the importance of the parents seeing how it works in the classroom. This website does a good job of clearing laying out the "Do's and Don'ts" pf communication with EL's families. The do's consist of keeping it positive, communicating fluently, and laying out a clear point. The don'ts may include assume they will understand or assume anyone their can clearly translate. That is very important as you don't want them thinking you said something you didn't.

This resource is a solid starter if you would like to know how to communicate with the families. It is definitely not a step by step guide on how you should talk to them. There is a lot of information that is missing, and that could lead people astray. Altogether what they have is a good outline, but the website could definitely use more information.

If I was new to interacting with ELs and was setting up a meeting with a family for a student I would use this site. I would only use it as an intro for my brain, and definitely not something that I would follow strictly. Upon offering it to others, again I would, but only as an introduction as something to get their feet wet. This website can give a good base on the importance of a translator and clear communication, but again, is short and lacking in detail.

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Arias, M., & Milagros Morillo-Campbell. (2008). Promoting ELL Parental Involvement: Challenges in Contested Times. https://www.greatlakescenter.org/docs/Policy_ Briefs/Arias_ELL.pdf

Within the “Promoting ELL Parental Involvement: Challenges in Contested Times” journal article, authors M. Beatriz Arias and Milagros Morillo-Campbell detail the complexities of involving English-Language Learner (ELL) parents in students’ educational journeys. This resource not only discusses the linguistic and cultural barriers that present themselves in the classroom setting, but it also highlights the importance in promoting a learning environment that is inclusive, supportive, and equitable for all students. Arias and Morillo-Campbell also encourage the understanding of appropriate strategies and techniques to combat obstacles such as socioeconomic differences and language barriers. Furthermore, the article recognizes the need for collaboration between the home and the school as well as the role the school district and educators play in developing both traditional and non-traditional involvement plans for ELL families. Effective communication, parental advocacy, and cultural community recognition are also key points described in promoting the involvement of ELL parents in the classroom.

Overall, I believe that the resource I selected is credible and scholarly. One of the major reasons I felt this journal article was reliable was that it was cited using multiple studies from highly accredited institutions such as Harvard University and New York University. Additionally, I researched both authors to determine their credibility. I found that Dr. M. Beatriz Arias is an Associate Professor in the division of curriculum and instruction at Arizona State University with several publications and research focused on the education of ELLs. However, I struggled to find further information regarding Dr. Milagros Morillo-Campbell’s additional research and projects. Finally, I believe that the resource I selected was evidence-based with research results, charts, and graphics to support their findings and perspectives.

As an aspiring elementary educator, it is critical that I not only understand how to effectively incorporate my students’ cultures in my classroom, but also how to appropriately celebrate their diversity as well. I found this resource helpful in better understanding the environmental factors that can prevent ELL family involvement, the research-based strategies to facilitate open communication and integration of families into the classroom, and the role and various responsibilities I have in such processes as the educator. I would recommend this source to any professionals within the education field. As educators and related professionals, it is vital to understand how to best support the learning and development of the learners in your classroom, and  family involvement and engagement is crucial to student growth. I also feel as though this resource offers practical insight and approaches that would allow readers to analyze and understand the challenges ELL families face in addition to reputable strategies individuals can implement to advocate for the students and their families.

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One specific action I can take to include MLL families is to offer translated materials and communication. By doing this I will ensure that important documents from my classroom will be available in the spoken language of the family if requested. This will demonstrate respect for their linguistic diversity and make the course material easier to understand. This will lead to parents and family members being better equipped to help their child with homework and other activities at home. This will increase morale and rapport between the MLL families and myself as well as the school. Along with the take home material will be a weekly journal where I will be able to express to the parents the upcoming material, past week, and positive things their child did in the classroom. This will allow me to actively seek feedback from MLL families to understand their needs and preferences, and adjust my practices accordingly to create a more inclusive environment.

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This may be a fairly simple response, but I think that establishing clear and effective communication with MLL families is the most important action. How this is done can depend quite a bit on the specific needs of the family. At the start of a new school year, teachers should establish initial communication with families. I believe this should be done in person. This way, you can form stronger bonds with family members and identify any resources that may be required for communication to be effective. For example, some MLL family members may speak little to no English at all. Or they may understand spoken English but are unable to comprehend written words. This needs to be identified early on so that arrangements can be made to provide necessary interpreters for future meetings or so educators can know to provide handouts and classroom information typed in the family’s home language. It may seem simple, but it’s an action that can be easily overlooked. However, just having someone make the effort to ensure that these family members are included and communicated with effectively can come to make a world of difference.

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Family Connections through Home Languages. (2020). WIDA. https://wida.wisc.edu/sites/default/files/resource/Family-Connections-Home-Languages-Flyer.pdf

This source consists of a cute and informative infographic discussing the link between a student’s use of their home language and connecting with family members. The resource explains that discussing family history and sharing cultural stories using a home language can not only help grow a child’s speaking and language skills but also help them grow a more positive self-image and have more pride in their heritage. This resource includes a list of activities and scenarios in which families can use their home language with their children. It also explains that learning additional languages can become easier when students have a strong primary language. Further links to additional WIDA resources are provided.

I like this resource because it highlights important information in a way that’s simplistic and fun. I love that it encourages the sharing of culture and family bonding. I also love that activities such as reading books and singing songs in a child’s home language are encouraged. Including links to other resources is also incredibly helpful. WIDA has so many great resources for teaching ELL students and interacting with their families, so I think it’s awesome that one resource can lead to discovering many others.

I think I would use this resource to help educate families on the importance of maintaining their home language and how they can go about doing so. As I’ve mentioned, this resource is highly informative yet concise, so if families don’t have time to read a whole ten-page article, this is a good option. WIDA also has this resource translated into various languages, so if a family needs it provided in another language, that would not be an issue. This resource could also be used as a classroom poster or to educate other teachers. It’s also an excellent way to introduce people to WIDA and the various resources available on the site.

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YouTube. (2020, June 22). Family engagement with schools: Strategies to build strong

partnerships. YouTube. https://www.youtube.com/watch?v=-oAjOHzvw7A

This video explores various strategies for creating strong relationships between parents and members of schools because students tend to do well when their parents are involved in school. The video provides a handful of different perspectives of parents. As well as the different ways that schools try to draw parents in to be involved. Many groups are formed within schools so they can collect data and find out what is best for the students within the school. As an educator the video emphasizes conducting activities for the parents as well as surveys for them to fill out to provide some input on their child’s education.

The video gets many different perspectives from mothers, fathers, minorities, and bilingual parents. The only way to bridge the differences in culture or linguistic gaps is to create relationships. That is what this video does. Empowering the families of ELLs will help those students get a better education. When parents of ELLs get involved in the schools and communicate with teachers. The teachers will get a better insight at what those students are like outside the classroom. How they approach school work. Lastly, teachers can learn how their students learn. This will maximize the amount that can be learned inside the classroom. With the tips and strategies that the video provides can help schools build a foundation to better support ELL students by engaging their families.

I would highly recommend this video to many parents with ELL children because it provides so much insight to getting involved in the schools. Many people think that getting involved in the classroom is emailing the teacher or principal. This often has a negative connotation to it. This video goes over different groups that parents can get involved with, and can truly positively influence their child’s education. In situations that ELL parents are put in where their culture and traditions do not always line up with their peers. They need to know that it is a positive thing for them to share their customs and culture because it will provide the teachers a deeper understanding of the ELL student and their family. This video does that.

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One specific action to take to encourage MLL family involvement is conferences between the teacher & the families every week. To start the teacher would send home a letter explaining the importance and purpose of these conferences. These conferences will allow the families to ask questions or any concerns they have about their child's education. These conferences can happen either before school or in the evening to help those who are working during the school time hours. It will also allow us to talk to the child about their experiences in school, and have them ask questions or address any concerns/ worries they are experiencing in the classroom as well. This will not only build a relationship with the teacher and the families but a relationship for the student and teacher as well. Asking questions will let the teacher see how they are doing with their students and it will also allow the parents to see what their connection is like in the classroom during school hours. The teachers role during these conferences is to listen to the families/ students concerns, answer any questions they may have, address any concerns, and overall make them feel heard and welcomed each and every conference. Having these connections will fully benefit everyone involved, and especially benefit the child's education success.

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In classrooms, it’s beneficial for both the class and students to have MLL family engagement. This has a great impact on the student’s academic success. Having an increased support at home aids the child’s learning and ensures they are receiving the proper support resources in school. Not only does it increase the child’s academic success but having MLL family engagement enhances the communication between the educator and the families. There are many actions that can be done to encourage MLL family involvement. One specifically would be to invite parents to come volunteer and participate in classes. The educator could set up activities for visiting parents or invite them to volunteer in the classroom, lunchroom or trips. The teacher could also invite parents to come in and share about the student’s culture.

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One action I would take to include MLL families is to establish regular communication channels in multiple languages. This can involve sending out newsletters, emails, or text messages in languages spoken by MLL families, insuring that they receive important information about school events, policies, and their child's progress. By providing information in their native language, we could bridge the communication gap and make MLL families feel more included and informed. I find it to be highly effective in fostering parent-school communication and engagement. It acknowledges the linguistic diversity within the school community and demonstrates and commitment to inclusivity. Additionally, communicating in multiple languages helps to overcome language barriers that may hinder MLL families' participation in school activities and decision-making processes. I would use this strategy and recommend it to others because I believe it aligns with principles of equity and cultural responsiveness in education. By proactively reaching out to MLL families in their preferred language, we demonstrate respect for their cultural and linguistic backgrounds. Moreover, improved communication can lead to stronger partnerships between schools and families, ultimately benefitting the academic success and well-being of MLL students. This approach not only promotes a more inclusive school environment but also empowers MLL families to actively participate in their child's education journey.

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Breiseth, L., Robertson, K., & Lafond, S. (2015, November 30). Encouraging and Sustaining ELL Parent Engagement. Colorín Colorado; Colorín Colorado. https://www.colorincolorado.org/article/encouraging-and-sustaining-ell-parent-engagement

https://www.colorincolorado.org/article/encouraging-and-sustaining-ell-parent-engagement

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The source is beneficial for finding ways to encourage MLL families to engage in classrooms. It provides plenty of strategies and examples of what implementation could look like in classrooms. The first strategy explains how one method of increasing engagement could be to assign homework that can be completed with help from MLL families. This allows the families to have insight of what is going on in the classroom and reflect if they think their child needs more support. ELL parents may feel intimidated by helping their child with their assignments. Instead of helping with the completion of the assignment, parents could check a box each night to simply ensure that the homework has been completed. They could also ask their child what they have learned about every day. A second strategy that the source provided is my favorite. This consists of inviting the parents to physically visit the classroom for an event, trip, performance or to sit in on classes. The educator could also invite parents to speak to the class about their native language or culture. I really liked how this source also included the idea of encouraging parents to share their talents or hobbies with the class. Looking for ways to draw out parent’s talents and support will increase the connection. I also think that it will be beneficial for communication if the parents feel welcomed.

If I were to become an educator I would implement these strategies into my classroom. I would ultimately aim to have the most effective communication and relationship with my students' parents. I would strive to make MLL families feel welcomed and want to participate in activities or trips. My favorite strategy was inviting parents to share their hobbies because I think that is something easy to connect with people about.

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Garcia, O. (2019). "Teaching Immigrant and Second-Language Students: Strategies for Success." Garcia delves into the challenges faced by immigrant and second-language students and their families in the United States education system. The book explores issues such as enrolling in school, participating in parent-teacher associations, and utilizing interpreters. Garcia offers practical strategies and recommendations for educators to assist ELL parents in navigating these challenges and fostering their inclusion in school-wide settings. This resource provides a comprehensive examination of the issues confronting ELL families, offering insights grounded in both research and practical experience. Garcia's expertise in bilingual and multilingual education lends credibility to the strategies proposed. The book not only highlights the barriers faced by ELL parents but also emphasizes the role of educators in facilitating their inclusion, making it a valuable resource for teachers and school personnel seeking to support ELL families effectively. I would use this resource because it offers a holistic approach to addressing ELL family issues, going beyond individual challenges to provide a broader understanding of the educational experiences of immigrant and second-language students. The practical strategies and recommendations outline in the book are applicable to diverse educational contexts and can be tailored to meet the specific needs of ELL families in various school settings. I would recommend it to others because of its relevance and practicality in supporting the inclusion and success of ELL students and their families. By implementing the strategies outlined in this resource, educators can create more supportive and culturally responsive learning environments for ELL students, ultimately enhancing their academic outcomes and overall well-being.

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I must learn about the families to encourage MLL family involvement in the classroom. One way I can do this is to learn how the families spend their time outside school. This can be accomplished by having students fill out a weekly schedule so I can understand what they do outside of the classroom. This can also help me understand why families might not be involved in the classroom. Once I learn about the families, I can invite them into the classroom as volunteers. Volunteer services that the families can perform include reading a book from their culture in their home language, bringing in items from their culture, or bringing in food from their culture. Increasing MLL family's presence in the classroom as volunteers is one way I can encourage family involvement in a meaningful way that highlights the student's culture.

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Engaging Parents of English-Language Learners. (n.d.). Www.youtube.com. Retrieved April 29, 2024, from https://www.youtube.com/watch?v=bQiIBM6GvlY&t=109s

This video does a great job of providing an example of how to support MLL family engagement in the classroom. In the video, the teacher invites parents into the classroom to learn the lessons with the students. This video explains that including MLL families in the classroom is important for supporting student learning opportunities and allowing the families to be available during the student’s learning. When families are involved in the classroom, they can reinforce learning at home. This video explains that many MLL families are immigrants and do not know what is going on inside American schools. Including MLL families in the classroom not only improves communication but also shows sympathy and support towards these families.

I believe the resource I chose is strong, but it is not perfect. The video does a great job of explaining the problems that MLL families face when being involved in the classroom. The resource also explains the importance of including MLL families in the classroom. This resource explains that inviting parents into the classroom to assist students learning can be beneficial. This video could do a better job of explaining specific roles for the families in the classroom. From the resources from this week’s unit, I learned families’ roles can include reading books to the class from their culture in their native language and bringing in artifacts from their culture for the students to learn about.

There are many reasons why I would use this resource and recommend it to my peers. First, this resource provides an example of how to involve MLL families in the classroom in a meaningful way. This resource also explains why it is important for students learning to include MLL families. Finally, this resource explains why MLL families struggle to be involved in the classroom. This resource gives us a clear understanding of the importance of including MLL families in the classroom and provides examples of how to accomplish it.

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The resource I have chosen to support the ability to engage MLL families is from "Reading Rockets". This website is is a national literacy initiative that gives parents and teachers the resources they need to help young children become strong readers and writers. In this article it provides us with descriptive paragraphs and a variety of different videos to watch as well. These descriptive paragraphs and videos share ideas with families and teachers on how they can support language and literacy comprehension/ skills. Some of the key ideas this article draws attention to is "Learning about your Families", "Share Ideas with Families on how they can support language and literacy at home", "Connect Families with social- emotional support", "Communication", etc.

As I said above this Reading Rocket link provides us with a lot of resources to follow for the success of good connection between families and the teacher. The learning about families portion is the start of the article. It is important to learn about the families background, where they are from, what language they speak, etc. It is important to do this because this is where we should begin in order to see how to help their child succeed and it adds to having better communication skills. Talking with the families to see how they can support their language and literacy at home is very important as well. It is important because you do not want to lose those opportunities to talk to your family members who may only be able to speak their home language. Connecting families with social- emotional support is important because it allows you to see what issues are impacting the families and it allows you to see and ask how you can address these issues in a supportive and effective way. I believe that communication is one of the most important roles in a family and teachers relationship. I believe communication is one of the most important roles because it allows for them to not only build a strong connection but it allows them to see what is best for their child/ student to succeed in their education successfully.

Personally, I love using Reading Rockets as a resource in general. This resource is very helpful for those in the education field. It provides you with strategies on how to help learners read effectively, it provides you with different assessment strategies, and it gives very good advice on how to build these connections with your students and their parents. I would use this specific resource in the future because it provides you with good key questions to ask the families in each of the different sections, and it also provides you with videos to watch as well. It gives us a clear understanding of how to work with MLL families to support their child's education. I recommend using this resource for other people because of all the important information it provides us with helping to support the engagement with MLL families.

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Multilingual families can be powerful partners on behalf of their children. Yet what these partnerships look like will be unique to each school setting and community — and may require some “thinking outside of the box.” This section includes some key tips and recommended resources from our sister si…

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One specific action I can take to include Multilingual Learner (MLL) families is to provide translated materials and resources. First, I would need to identify the languages spoken by the MLL families. Once the languages are identified, I can translate important materials like syllabi, project descriptions, and grading rubrics into those languages. The translated materials can then be distributed to the MLL families which can be done through email, physical mail, or during parent-teacher conferences. After distributing the materials, I can follow up with the families to ensure they received and understood the materials which can be done through a phone call or email. By providing translated materials, I would help ensure that MLL families have access to the same information as other families, which can help them support their children's learning.

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Kim, Y. S., & Sharma, A. (2017). Supporting immigrant families’ engagement in schools: Strategies for educators. National Association for the Education of Young Children.

This resource explores strategies for educators to support immigrant families' engagement in schools, addressing challenges such as language barriers and cultural differences. It emphasizes the importance of creating welcoming environments and building trust with ELL parents. The resource provides practical tips for enrolling ELL students, facilitating communication through interpreters, and promoting participation in school-wide activities like PTA meetings. Additionally, it discusses the role of cultural competence in understanding and addressing the needs of immigrant families.

The resource offers valuable insights and practical strategies for educators to effectively engage ELL families in school settings. It draws on research and best practices in the field of immigrant education, providing evidence-based recommendations. The content is well-organized and accessible, making it suitable for educators at all levels of experience. Additionally, the resource acknowledges the complexities of cultural diversity and emphasizes the importance of culturally responsive approaches to family engagement.

I would use this resource because it provides actionable strategies and guidance for supporting ELL families' inclusion in school-wide settings. By implementing the recommendations outlined in the resource, I can better address the specific needs and challenges faced by immigrant families in my school community. I would recommend this resource to others because it offers practical solutions backed by research, helping educators create more inclusive and supportive environments for ELL families. It serves as a valuable tool for promoting equity and diversity in education and fostering meaningful partnerships between schools and immigrant communities.

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El Yaafouri, L. (2019). 6 tips for engaging the families of English language learners. Edutopia. https://www.edutopia.org/article/6-tips-engaging-families-english-language-learners/

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The resource I have chosen is “6 Tips for Engaging the Families of English Language Learners”. This resource opens up about one main topic which is respect. The 6 steps all have their own goal while still keeping respect at the forefront. Respect can come in all forms and this article strongly enforces that in 2 major ways. The first is authenticity. When you are authentic in your teaching, you can gain the trust of families so much easier. Also, respect for culture gains respect. When families of MLL students feel safe in who they are with an educator, not only respect is earned but also trust in you being their student's teacher.

After evaluating the resource I chose, respect was at the forefront. Learning how to respect not only the students and families but also their culture. Being reciprocal in that respect is key to creating strong relationships between the educator and the families. Consistency and simplicity are the main goals to keep in mind while educating MLL students as well as communicating with families. This is mainly due to language barriers. When communication is kept simplistic and to the point, families will have a better time understanding how their child is doing and what their role can be in assisting their child in and out of the classroom.

There are an array of reasons as to why I would use this resource in my classroom as well as recommend it to others. The first is that it gives a strong base understanding of how families and students can connect with an educator. Consistency and simplicity are the main goals to keep in mind which is another reason that I would recommend this resource to other educators and families. When an idea is simplistic, it is both easier to follow as well as easier to expand on as time goes on. The article and resource is short and to the point which will continue to drive the importance of the connection between an educator and MLL families forward.

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One specific action I can take to include MLL learner families is to have a monthly meeting with the families and the students. I can discuss with all families at once what we have done in the past 4 weeks as well as communicate what the next 4 weeks will have in store. Having this will allow for other families to connect as well. When families see other families having similar experiences, it creates a more open dialogue for us as a team. With that, it allows for other families to get to know each other on a more personal level. This will create even more relationships outside of the classroom which is very important for MLL students.

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After reviewing the course materials, I have now a better understanding of the importance in inclusion with MLL learner families. Furthermore, one specific action to utilize strong communication. Within this weeks chapter there are many great notes about the need for parents to be communicated with and have them take part in assisting the ELL student along their journey and alongside being an educator. Within the chapter it noted that, "The more families support their children's learning and educational progress at home, the more their children tend to do well in school." After reading this, I believe that utilizing communication skills and taking action to continuously note to the family how the student is doing will then assist in the parents ability to help the student with their course work and support them throughout their education journey. However, I also believe that other teachers and faculty should be communicating with family members as well in order for all classes and activities to be accounted for and to enable knowledge about every setting their child is in. As an educator I will work together with other faculty members and have continuous communication with the family members to equip them with information that will help aid in their child's progress and well-being.

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There are many challenges that ELL parents face when trying to get involved within school-wide settings. However, an article was found on the Taylor and Francis Online website. Many factors were addressed to help assist in these situations for ELL parents and what they deal with overall. The main focus throughout the article is the limited exposure to formal schooling and the incapability to communicate due to having limited fluency in English. There is an overall need for translators and assistance when communicating with ELL families. It is mainly important to note from this article the emphasis on, "no one is left behind." No matter the race, or language someone speaks. Everyone should be involved at all times. After evaluating this chosen article I was able to conclude that the article was very helpful and not only gave summaries and other resources but allowed for the reader to look into separate articles that relate to the chosen issue that was selected. This resource will not only assist in helping educators but also ELL families themselves by being able to feel as though they have a voice. ELL families after reading this article should also feel proud that the issues are being addressed and they are being spoken up for and accounted for. Lastly, I chose this resource due to its assistance in aiding my own education and overall allowing me to have a better understanding of what ELL families deal with and struggle with. I find it most important that everyone needs to have their own voice. I would further recommend this article to others so they are able to educate their selves as well. Especially, if they are aspiring educators in the school systems. All further educators need to be taught or teach themselves the need for inclusion and how to include others in a appropriate manner.

Panferov, S. (2010). Increasing ELL Parental Involvement in Our Schools: Learning From the Parents. Theory Into Practice, 49(2), 106–112. https://doi.org/10.1080/00405841003626551

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It is important to have family engagement in the classroom. This is especially important in keeping all the student’s family members up to date with what is happening within the classroom. One way to be sure that the families of these students are engaged with their students’ studies would be to provide surveys for the family members to take. By providing these surveys they are able to share their own thoughts and concerns about their specific student within the class and they are also able to share their thoughts and concerns about the class in general. Not only can they share these thoughts and feelings, but they are also able to share how they think their student is doing in the class. A survey is an easy thing for all to complete and as the teacher you can get much needed feedback from those family members. By using this survey, it can help the teacher stay in touch with the family members by reaching out to them if they do express a concern with their students learning or some classroom issues. Also, by using this survey the teacher is able to see what the families feel is working well for the students and what is not working as well. By knowing this information, the teacher can sit back and reevaluate what they are doing and make changes to help everyone succeed.

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Family engagement plays an important role in the success of MLs in the classroom. The most important thing I can do is involve families in the classroom and maintain regular communication. For example, at the beginning of the school year, I could reach out to the families and set up meetings to get to know both the family and student, so that I can begin to best fit their needs. Afterward, I would need to regularly communicate and update parents through either email or further meetings and conferences. I could also find ways to invite their culture into the classroom to make them feel more welcome, such as learning typical customs and mannerisms of politeness.

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Allison Guzic

Domzalski, K. (2023, March 17). How school districts and families can better engage with each other. Education Week. https://www.edweek.org/leadership/video-how-school-districts-and-families-can-better-engage-with-each-other/2023/03

In this resource it shows a video explain the ways of how as teachers and other school people can collaborate with families within the schools. She explained that many times most families are more willing to collaborate with the schools when they are simply invited to collaborate with them. She also said that many times the teachers need to give the families opportunities to be more active within the school. She also said about how if you get the parents involved with each other that they are also more willing to lean on each other to participate within the school also. I would recommend this resource to others showing some ways that you could get families to collaborate within the schools. It shows some simple but good ways that could allow more families to be involved with their children and their learning environment. Not only is it important for the families to be involved with their child’s education but it is also important to have the families involved with the decisions made within the school district about their child’s education. By having families involved in decisions being made by the school allows for more parents to be up to date with why these decisions are being made and how they are to help the children in the long run. Also, in the video the lady explained that many families feel much better when the schools are more open to explaining why something is being changed rather than changing it and not explaining why they had done it. I think this resource is eye opening when thinking about how to get families in collaborating with the school for their student’s education. Although the ways that she explained seem to be simple ways, but they seem to be practical. Overall, I believe this resource gives good insight on ways to get the families to collaborate and also shines light on why some families do not feel they are able to collaborate with the school.

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There are multiple ways to encourage MLL family involvemnet. The easiest way is begin contact with the families Day One to help build a strong connection. Giving them clear expectations, a syllabus, and the classroom routines can help let the parents know you have the Childs best interest in mind. Doing this while also giving information on how to get in touch with you can also be beneficial, both online and in person. Being able to give the parents an easy way to schedule meeting so discuss there child from the start will give families the support to becoming engaged in the classroom.

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Working together to support English language learners: School-family-community engagement. PERC. (2022, March 10). https://phledresearch.org/working-together-to-support-english-language-learners-school-family-community-engagement/

This resource focuses on working together in Philadelphia's public schools to meet a growing population of ELL learners, based on research from the Philadelphia Education Research Consortium. The brief explains ways that involving families can help benefit outcomes for ELLs based on specific strategies. The program launched a study that looked at schools with strong ELL achievement to develop various strategies. They focus on categories from Epstein's Framework, which include parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. They also explain how this brief can serve as a platform to further open ways to build relationships between ELLs, families, and schools.

This resource is extremely insightful as a broad introduction to engagement with families of ELLs. It is formatted in a way that is thorough to understand the importance of the project without being overwhelming. In the overview, an explanation is provided of the input provided by various programs and groups, such as curriculum specialists and the PDE. They also break down the meaning of engagement and why it's important to student success, which helps to understand the importance of fixing critical aspects of ELL learner's and the benefits of family engagement. Finally, the article breaks down Epstein's Framework in a way that discusses the importance of each step to the ELL learner's process and schooling, while providing various strategies to indicate the importance of using each.

I chose this article when trying to search for family engagement within Pennsylvania. I liked that this focused on specifically Philadelphia, because a large city like this would most likely have an extremely diverse population. I would recommend it to others because it serves as a great introduction to insightful strategies to engaging students and families. It thoroughly breaks down the importance of family engagement and current problems with public schools which makes it easier to understand why teachers should implement these strategies. I think using Epstein's framework and formatting the brief by using each aspect of the framework can also help teacher's target various areas of their classroom to improve and build strategies on.

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Something I could do to encourage MLL family involvement is to have a specific web page or large chat for my classroom and students' parents where I would post classroom plans and information. I would make sure that only the parents have access to it, but this way the parents can see what their child is doing in school and get updates on our activities. I would also make sure to keep in touch with individual families to update them on how their child is doing and make sure I am keeping in mind their hopes and goals for their child.

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Gardner, L., & Love, J. (2021). Equity Through Language Access: Best Practices for Collaborating with Interpreters. Colorin Colorado!

https://www.colorincolorado.org/article/equity-through-language-access-best-practices-collaborating-interpreters#h-federal-requirements-on-language-access

This article provides tips for how to best partner with interpreters, and a brief summary of schools’ requirements for families with ELL students. Schools are required to give information to students’ families in their most familiar language, or one that they understand. They also provide a distinction between bilingual staff and interpreters, because bilingual staff that aren’t trained as interpreters should not be responsible for interpreting for or with families and other professionals. They explain that students should never be used as interpreters, and teachers should seek out training in how to interact and use interpreters to the best of their abilities. It’s best to get to know the families you are working with and what communication styles will work best, as well as advocating for more resources for the families and students you work with in regard to language access.

This source has a lot of good information about utilizing interpreters and making sure that your students’ families have access to their most comfortable language when communicating with schools. While addressing some of the issues associated with interpreters in schools, they also provide tips and some possible solutions to these issues, which I think is good. They also gave a few case studies to show what language access looks like in real life, which I think is a great way to understand this topic better if you’re a teacher that has never encountered this before. The article also links to multiple videos with Dr. Jennifer Love, who oversees and has experiences with language access in public schools in Maryland. I think these videos are also great resources for future educators to watch, because they go a bit further on the information discussed in the article regarding the legal requirements of schools and administrators, as well as general language access information and a framework for utilizing these topics.

I would use this source because it gave a good summary of information that future educators should know about language access and using interpreters with multilingual families. They included multiple sections with tips for different people regarding the issues discussed, including tips for teachers, administrators, bilingual staff, and families. They also mentioned some issues regarding language access within virtual settings, but made sure to provide additional links to resources that had information regarding how language access was addressed during Covid-19, as well as typical distance learning for ELL students and how we have evolved in keeping a partnership with ELL students’ families over online settings. This article also provided information in multiple ways, and linked to other resources to address issues that they did not go in depth into, which could be useful for parents or professionals to gather information.

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Home meetings are invaluable for engaging English Language Learners (ELL) and their families in their education journey. Research by the Harvard Family Research Project shows that when families are involved in their children's education, academic performance improves significantly, especially for ELL students. Home meetings provide a comfortable and familiar environment for families, fostering open communication between teachers and parents, which is crucial for understanding the unique needs of ELL students. Additionally, home meetings allow teachers to gain insights into the cultural backgrounds and home environments of ELL students, enabling them to tailor instruction accordingly. Studies also indicate that involving families in school activities enhances students' sense of belonging and motivation, leading to greater academic success among ELL learners.

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Parsons, M. W., & Shim, J. M. (2018, November 30). Increasing ell parental involvement and engagement: Exploration of K-12 administrators in a rural state. English Language Teaching. https://eric.ed.gov/?id=EJ1228019

The passage emphasizes the importance of teachers connecting with students' families outside of school, fostering trust and understanding. It highlights the positive impact of home visiting programs on at-risk families and their children's educational outcomes. The text suggests strategies for educators to initiate and scale up such programs, emphasizing cultural awareness and collaboration with families. It underscores the significance of building bridges between home and school environments to support students' academic success and well-being. Ultimately, the goal is to create meaningful relationships with families to better support students' holistic development.

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Because family involvement is so important in therapy services, I feel that conducting family interviews prior to assessment and treatment is vital. Family interviews eliminate any miscommunications between the clinician and the caregivers. As well, it is important for the family to be able to communicate their wants, needs, and expectations to the clinician. To go along with this, I would involve the family by having a follow up conversation after every session to go over what was worked on during the session and what needs practiced at home. Additionally, I think that it is very important to give a patient and their families home activities so that the child is able to keep improving their speech and language skills.

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Suarez, J. (2017, August 17). My 4 favorite tips to involve parents in treatment - leader live — happening now in the speech-language-hearing world. My 4 Favorite Tips to Involve Parents in Treatment. https://blog.asha.org/2017/08/17/my-4-favorite-tips-to-involve-parents-in-treatment/

My source above comes form the American Speech and Hearing Association and it encompasses four ways to involve parents into therapy sessions. In this article, at home activities were a major component of parent and caregiver involvement. The article highlights its importance because it provides opportunity for the child to grow outside of therapy. As well, it allows the parent or caregiver a way to understand what is being taught in therapy. At home activities can also help parents learn more about what is being worked on on therapy, so they are better equipped to recognize mistakes and how to address them. Additionally, the article talks about the importance of asking parents their goals for therapy and what they would like to get out of it. This helps effectively communicate wants and needs between the patient, their family, and the clinician.