The report recommends that schools establish professional-development programs that train teachers to work with parents of English-language learners, and create parent-involvement programs specifically for such parents.
School officials should reach out to parents of English-language learners and encourage both student and parental literacy, says a study by the Education Policy Research Unit, a division of Tempe-based Arizona State University that conducts research on student-performance standards and curriculum.
Barriers to the involvement of parents at parent-teacher conferences and other school functions include the educational levels of the parents, parents’ work schedules, and transportation difficulties.
The report recommends that schools establish professional-development programs that train teachers to work with parents of English-language learners, and create parent-involvement programs specifically for such parents.
