Abigail DeNardin-Chapter 10: Tools and Resources for Ensuring Meaningful Communication with Limited English Proficient Parents by Abigail DeNardin

"SEAs and LEAs have an obligation to communicate meaningfully with limited English proficient (LEP) parents." (p. 1)

abbydenardin — 2025-09-06 21:33:37 UTC

As a teacher, this point matters to me because I need to be able to provide my EL students' parents who can't speak English proficiently with the tools to be a part of their child's education path. Whether it be sending links to explanations of programs or discussions about programs for their child, I want to ensure that they feel comfortable making decisions about their child's education. The information I provide can be just as helpful to LEP parents as ensuring their child succeeds in the classroom.

LEAs must develop a process for determining if parents and guardians have limited English proficiency, what their primary language is, and what their language needs are. (p. 2)

abbydenardin — 2025-09-06 23:10:03 UTC

This point matters to me as a teacher because I don't want to wrongfully assume that my EL students' parents have limited English proficiency when they can speak English just fine. Having a process to do so and establish ways to help them with being able to communicate what they want for their child's learning. Using reasoning to determine English language proficiency is the most respectful way to go about helping out parents of EL students.

"Are staff members trained in engaging diverse families and communities?" (p. 2)

abbydenardin — 2025-09-06 23:44:20 UTC

I find this key point matters to me as a teacher because I want to be able to respectfully engage with my EL students' families and communities as much as they do in my classroom. The way they do things in their family and community is just as important as the school community. Schools should be accepting of all families from all communities because they diversify the community of the school.

"What is the process for determining parents' language needs?" (p. 2)

abbydenardin — 2025-09-07 22:25:38 UTC

This key point matter to me as a teacher because the ability of teachers to understand LEP parents' language needs is crucial to being ale to communicate with them on their child's success. If the roles were reversed and I had limited English proficiency, I would hope that my child's school would determine my language needs. That is the humanity of ensuring that as teachers we are able to communicate with our EL students' parents who aren't proficient in the English language.

"What is the process for acquiring qualified and trained interpreters and translators." (p. 2)

abbydenardin — 2025-09-07 22:38:08 UTC

As a teacher, I find this point matters because I want to ensure my EL students' parents can still communicate with me despite the limited English barrier. They deserve to be able to make choices about their child's education without not understanding what I am saying and vice versa. Language access is something that should be a process that has the least amount of steps to go through.

How do LEAs make sure that any written school documents are provided in the LEP parents' native language? (p. 3)

abbydenardin — 2025-09-07 23:14:35 UTC

I believe as a teacher this point matters because it wouldn't be fair to LEP parents if they couldn't understand what they were reading on written documents. I would be furious if I were in the situation of an LEP parent and I couldn't understand what I was reading. Translating written documents makes understanding what LEP parents are reading more universally accessible for all parties involved.

"What parent, school, and community partnerships exist at the SEA-, LEA-, and school levels?" (p. 3)

abbydenardin — 2025-09-08 00:30:34 UTC

As a teacher, I find that this point matters because schools are a part of the community, so SEAs and LEAs should find partnerships with their LEP families, their school, and their communities. Different communities play a part in the school environment, so the inclusion of all three in partnership with SEAs and LEAs can make a difference. Partnerships are one of the many things that allow EL students to succeed in the classroom.

The Dual Capacity Building framework goal is to enhance the capacity of staff and families in the four C's, which are capabilities, connections, cognition, and confidence. (p. 6)

abbydenardin — 2025-09-08 01:19:50 UTC

I believe as a teacher this matters because engaging in partnerships are beneficial for families who have limited English Proficiency for them to engage in their child's education. There is so much research that supports the connection between student success and family partnerships that it should be a priority. Family-school partnerships are the glue that supports EL students' success in school.

Building Cultural Bridges is a tool that uses families' cultural strengths to engage them actively in their students' learning. (p. 7)

abbydenardin — 2025-09-08 02:33:44 UTC

This matters to me as a teacher because for LEP parents their culture is just as important as the school's culture, and I want to be able to bridge that gap with my EL students' families. Culture is what makes every family an integral part of the school community that matters to all. EL students and their families can thrive more when that cultural bridge is formed.

"What is the difference between a bilingual staff person and an interpreter or a translator?" (p. 8)

abbydenardin — 2025-09-08 03:24:21 UTC

I believe that this key point matters as a teacher because I want to be able to know what will help me the most when I have meetings with my EL students' LEP parents. Knowing the difference between a bilingual staff person and an interpreter or a translator can be beneficial for certain occasions that require certain translations. Bilingual staff people and interpreters or translators seem the same, but they serve different purposes.