Week 5 Home and School Connections

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School

Grand Canyon University *

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233

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English

Date

Feb 20, 2024

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docx

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Uploaded by MagistrateLapwing8441

Jessie Alvarado ESL – 446 10/01/2023 Professor Kristen Carter LOOM: https://www.loom.com/share/83f74795c3364b4ea86fdf1b4105b61e? sid=8374b0cd-ab63-4f0c-ac37-5ef8741db0db Home and School Connections  Cultural influences, cultural competence, and social-emotional needs of ELLs in teaching and learning Leveraging home and school connections is very important for ELL students. For cultural influence, it is a good idea to be a mentor to your students. This mentorship will be a place of influence and will extend to a student student’s home life. Continued education will help support cultural competencies. Educators can ask questions as well to gain competency. Students need social and emotional help while ELL students and due to some language barriers, it may be difficult but not impossible. Having an open-door policy for every ELL educator is very important.  Intentional strategies for family and community engagement that support and highlight the assets of home language, communication, family involvement, and culture to build family, community, and school partnerships. Home language is very important to students and parents and learning English does not eliminate the value ELL puts on their home language. Most if not all parents of ELLs want their child to

keep their home language yet desire for them to learn English. One strategy for family and community engagement that will support home language is to provide resources and take-home material in a student’s home language. Get families involved in their child's education as much as possible. According to The State Support Network (2018), family engagement should be meaningful and centered on activities and systems between families and the school. Navigating cultural differences through effective communication is the key to engagement. Schools that partner with communities create a sense of fellowship and open communication.  Inclusive school and classroom environment taking into consideration language acquisition and key environmental factors such as family, community practices, and the role of culture in student learning. According to NSW Government (n.d.) Inclusive schools are one is which all students have equal access to opportunities. These schools modify instruction and learning opportunities to meet the needs of individual students while encouraging participation. Despite every student being different, inclusiveness involves everyone. Teachers should take the community approach to learning and teaching.  The role that family and community practices have in influencing language learning. Families have a great influence on their children, and this is not a bad thing. Some families have a culture of community within the home. Again, parents don’t want their child to lose their home language, so ELL teachers are not to try to make the child lose but gain more. Community building in the classroom is about creating a space in which students and instructors are

committed to a shared learning goal and achieve learning through frequent collaboration and social interaction. Reference NSW Government. (n.d.). Inclusive school. Retrieved from https://education.nsw.gov.au/student- wellbeing/tell-them-from-me/accessing-and-using-tell-them-from-me-data/tell-them- from-me-measures/inclusive-school State Support Network. (2018). Strategies for Equitable Family Engagement. Retrieved from https://oese.ed.gov/files/2020/10/equitable_family_engag_508.pdf

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Week 5 Home and School Connections

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