The merits of parental engagement in a child’s positive educational outcomes have been discussed at length and are widely accepted as essential to a student’s academic achievement. But for English Language Learners (ELLs), the role of parental involvement is perhaps more critical due to the many disadvantages that these children face from a variety of factors, some of which stem from living in a household that is unable to devote the necessary time to their education for any number of reasons. This is why it’s so critical to apply a two-generation approach to teaching English learners, so they may have the same opportunities for advancement as their peers who speak the language.

In taking a two-generation approach to the issue, we must first identify the challenges that are inherent to the uphill climb for ELLs. The barriers that exist most often originate with the language problem itself, as parents of ELLs do not know English very well, if at all. The parents and the children have similar limitations when it comes to the language. But for parents to participate, they must have an ability to communicate with educators to better understand how to assist their children with their studies. Since they are not secure with using this foreign tongue, the instinct is to shy away from becoming involved in any meaningful capacity. Furthermore, their lack of familiarity with English prevents them from using it in the home, and this only serves to stifle a child’s progress in learning. When you don’t use a language with some type of regularity it’s difficult to master. Much like anything you try to learn, if you can’t practice, you’re not going to pick it up with any efficacy. Some parents are reluctant, or flat out refuse, to introduce English in the home for fear of losing their heritage or alienating older generations in the home who know nothing of the new language.

Another component of the issue is the fact that a large number of parents are dealing with challenges that originate from employment situations that don’t afford them the time to engage properly. Doing so would mean having to miss work when every hour and every dollar is essential. The matter of inadequate child care services in low-income areas also contributes to the problem. In addition, immigration status may be of great concern, as many parents are afraid to engage for fear of putting themselves at risk with authorities.

A two-generation approach for educating ELLs would incorporate programs and services that allow children and parents alike to learn more than just the essentials of the language. Reading in the home is a very effective solution to the problem, but it goes beyond that, with reliance on outreach from the community and the school districts to invite parents to become more engaged. English as a second language classes for adults, increased employment opportunities, and stronger support systems to allow parents the opportunity to participate in their children’s education will result in greater outcomes all around. Without these things, many kids are already destined to fail and that hurts everyone in the community at large.

The Latino Family Literacy Project are experts in working with Spanish speaking parents and can train your staff to work specifically with Hispanic parents at your school. Attendees can participate via online webinar training or in-person workshops.