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Parental involvement in education contributes to a stronger and more inclusive school community. Engaging parents in their children’s education is also a fundamental aspect of creating a supportive learning environment for our learners and has been associated with a positive impact on learner performance (Khan, 1996). However, attempting to enhance the participation of ESOL parents (ESOL standing for English for Speakers of Other Languages), in the school community who are emergent bilingual or multilingual learners themselves, appears to be a particularly challenging undertaking mainly due to their linguistic concerns as well as their unfamiliarity with the educational system (Housel, 2020; Yol, 2019). Research indicates that there are different ways to create meaningful parent - school partnerships and help parents overcome their barriers to building a successful relationship with their children's school (Housel, 2020). This article will explore the significance of engaging ESOL parents through informal coffee mornings, which will enable parents to connect, foster relationships with the school and other parents, and actively learn about their children’s education.
An ESOL parents coffee morning will create a safe space for parents to discuss school-related matters, such as the UK education system or the school’s reading or phonics programme, in an informal and relaxed environment. This will ensure that a vital part of the school community experiences a sense of unity and belonging to the wider network, which can in turn contribute to the development of a positive and inclusive school culture.
By recognising the importance of coffee mornings for parents, schools can offer ESOL families a point of entry and engagement with the school, which can make their integration to the school smoother and more enjoyable.
References
Housel, D. A. (2020). Supporting the Engagement and Participation of Multicultural, Multilingual Immigrant Families in Public Education in the United States: Some Practical Strategies, The School Community Journal, 30(2), 185-209. (Available here)
Khan, M. B. (1996). Parental Involvement in Education: Possibilities and Limitations. The School Community Journal, 6(1), 57-68.
Yol, Ö. (2019). Schools should better integrate immigrant parents. NYS TESOL Idiom, 49(1), 17–21.
Supporting the learning of the new language is by no means the only aspect of helping a new arrival to feel ‘at home’ in their new country. However, as it can be one of the most stressful aspects of their life change and therefore a carefully tailored plan to accommodate for their language learning needs is essential. There are a wealth of resources available for supporting teachers in helping children in their first steps of learning English.
Many of us have learnt to spell as a child without being specifically taught the sounds. In the past, the teaching of phonics was discouraged in schools, however, we learnt a lot through sounding out words independently. At a recent course on voice production, the importance of vowel sounds was emphasised as central to pronunciation. They were also emphasised as central to sounding out to help with spelling. Chunking (breaking up words into syllables) also helps to sound out and spell longer more challenging words.
Small-group teaching is an approach in which learners are divided into small groups of roughly 4-8 students and work together supported by a teacher. It is a highly effective way to improve learning outcomes, particularly for EAL learners.
Small-group teaching can be focused on an induction to English, gap-filling areas of challenge or need, or pre-teaching content in the curriculum.