Module 6 - ELL Parents as Leaders

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Throughout my time learning with Queen's courses, I learned that part of creating a welcoming environment for ELL students is welcoming their families, too. It is essential that parents and students feel valued in the school community. This is because"learning is strongest when schools, parents, and communities work together to support education" (Tesol, 2018). However, despite the amount of times that I have come across this topic, I only began to think of ELL parents as leaders after reading Colorín Colorado's guide. 

Why is ELL parent participation not enough?

In this document, Breiseth, Robertson, and Lafond emphasize that while parent participation is important, it should not be the only capacity in which parents can get involved. Parents, especially ELL parents, should be encouraged and supported to take on leadership roles too. ELL parents who represent the cultures of the school have a unique understanding of their needs and "are likely to offer successful solutions to problems that the school community hadn’t thought of before" (Breiseth, Robertson, and Lafond, 2011). 

Group of People Collaborating. Accessed from Canva photo stock: https://www.canva.com/photos/

How can schools move ELL parents into leadership roles?

Some ways that schools can encourage ELL parents to take on leadership roles include (adapted from Breiseth, Robertson, and Lafond, 2011, and Tesol, 2018):

  • Ensure that qualified interpreters are available so that parents can confidently understand what is being discussed and communicating their ideas
  • Start by organizing ELL parents by language to help them feel more comfortable in leadership roles before bringing them before large groups
  • Ensure ELL parents have leadership roles in different groups, such as the PTA, parent advisory groups, and/or committees
  • Offer your ELL parents frequent and convenient opportunities to share input, ideas, and concerns with you and your teachers in a variety of venues (Houk, 67).
  • Have interpreters available as much as possible so that parents are encouraged to attend and share their thoughts
  • Create a mentorship programs that involve experienced ELL parents and new ELL parents
  • Hold training sessions for ELL parents
  • Remind the school board members and district leaders to communicate policies/changes in your families’ languages.
  • Take parent input seriously, and don’t ask for it until you are prepared to listen. 
The last point on the list - to take parent input seriously - is one that I think needs to be further stressed. Putting parents on different panels is nothing unless proper and genuine consideration is given to their ideas. The way I see it, involving ELL parents as leaders in the school community is another form of a collaborative team. Thus, the school needs to promote the characteristics of effective teams with these parents just as much they would any other team: having clarity of purpose, focusing on accountability, proper team structure, and developing trust. Asking parents to join as leaders should not just check-off another item on a list. 

I believe that there is great value and power in encouraging ELL parents to be leaders - the perspectives and experiences they bring opens up opportunities for ELL learning to improve, for intercultural learning and competency to take place, and for existing & incoming ELL families to know that they matter. 

References:

Breiseth, L., Roberston, K., and Lafond, S. (August 2011). A Guide for Engaging ELL Families: Twenty Strategies for School Leaders. ColorinColorado. Accessed 9 April 2021 from https://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf

Sparks, D. (April 2013). Strong Teams, Strong Schools. Learning Forward 34(2), pages 28-30. Accessed 9 April 2021 from https://onq.queensu.ca/content/enforced/226984-CONT941/Downloads/M4%20T3%20-%20Strong%20Teams%20Strong%20Schools.pdf?ou=516632

Tesol International Association. (2018). Community and Family Toolkit: Engaging the families of English learners in classrooms, schools, and communities. Accessed 9 April 2021 from https://www.tesol.org/docs/default-source/advocacy/tesol-community-and-family-toolkit.pdf?sfvrsn=0


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