Do you always have to actually go out of the country to learn in-depth about other cultures? Are there ways to achieve the same objectives in your own country and community? Yes, it is possible, according to Students ‘study abroad’ with immigrant families in the US at https://www.pri.org/stories/2017-04-24/students-study-abroad-immigrant-families-us. Interesting podcast and reading!
We all know that a strong school/home connection is important for student’s success. Read more about this issue in How Parents Widen—or Shrink—Academic Gaps at http://www.edweek.org/ew/articles/2017/04/19/how-parents-widen–or-shrink–academic-gaps.html?cmp=eml-eb-popweek+04282017&M=57967721&U=1982644
Another piece of data from the publication states this:
Find a great excerpt here in the blow infographic:
Find the modules at this link:
Offered by CAEP (Council for the Accedditationof Teacher Preparation) the organization providing accreditation for teacher education programs in the USA. The three modules are:
- Family Engagement
- Parent Phone Calls
- Parent-Teacher Conferences
Check this out when you consider how to communicate with families. Excerpt:
Overall, 20 percent of surveyed parents of immigrant Hispanic families do not go online at all–not at home, not at work, and not in the community. This is in contrast with 4 percent of white parents, 4 percent of U.S.-born Hispanic parents, and 2 percent of black parents.
Infographic: The ed-tech challenges faced by immigrant students
Webinars for Families of ELLs
Families are critical stakeholders within the comprehensive system of WIDA standards and assessments. Families of language learners have the right to know and understand how their child is progressing in his or her English language development.
By providing families with information about key topics including what it means to be an ELL, the WIDA standards and assessments, and how to interpret student language proficiency scores, parents will be better equipped to engage in meaningful discussions with educators about students’ language instruction and progress. While parents are the primary audience for the webinars, educators can also benefit, as this resource raises awareness about the types of questions parents of ELLs may have and offers opportunities to examine local practices in order to enhance communication with families of ELLs.
Part I: My child is an English language learner. What does that mean?
Part I provides information about what it means to be an English language learner, how students are identified as English language learners, and how students exit an English language support program. English Webinar | Spanish Webinar
Part II: My child is an English language learner. How is my child’s language development supported at school?
Part II provides information about the different ways students use the English language at school, along with information about the WIDA English Language Development Standards and how these standards can be used to support students’ English language development.English Webinar | Spanish Webinar
Part III: My child is an English language learner. How do I know if my child is making progress?
Part III provides information about how educators share information with parents about students’ English language development, specifically what scores from the ACCESS for ELLs 2.0 assessment mean, and how these scores can be used. English webinar | Spanish webinar