Communicating With Ell Families 10 Strategies For Schools

Learn how to stay in contact with English learners and their families and how administrators can support that outreach. This article also includes multiple tools, resources, and tips for collaboration. This article is part of our guides on Strategies for ELL Success and distance learning for ELLs. As schools look for different ways to build successful partnerships with multilingual families, good communication is crucial. There are more options than ever before for educators and administrators to connect with families of English language learners (ELLs) and keep that communication strong. Here are some tips for schools and resources to explore.

Note: This article was originally written during the COVID-19 pandemic and has since been updated with more general information. School districts are legally required to provide information in families' home languages. You may need to share information about these rights with families themselves, colleagues, or administrators if families are not getting the information they need in their language. You can learn more about best practices for increasing families' language access from the following: Multilingual families can be powerful partners on behalf of their children. Yet what these partnerships look like will be unique to each school setting and community — and may require some thinking outside of the box.

This section includes some key tips and recommended resources from our sister site, Colorín Colorado. When you want to connect with the families of English language learners (ELLs), there are lots of strategies you can try. It may take some time to figure out what works, but those ideas will serve you now and in the future. Here are 10 ideas from our friends at Colorín Colorado to help you get started, as well as key questions to guide you. An important first step is to learn more about your families. You can start by reaching out to staff who work closely with families, such as family liaisons, ESL or bilingual teachers, and paraprofessionals.

You can also look for local community organizations that work with the families in your school. These groups often have important insights, resources, and ideas — and they may be able to provide volunteers and skilled interpreters. You can also talk with families directly; however, it is important not to overwhelm families with too many questions at once, especially if they are hesitant to share any personal information. For examples, many Indigenous families from Latin America are very cautious about sharing their Indigenous languages and cultures in school settings at first. Go slowly; it may take time to build trust. On the other hand, you may find some families who are eager to share information and ready to help.

Educators talk about the strategies they use to build connections with English learners’ families. Topics: English Learners, Family and Stakeholder Engagement The number of English learners (ELs) in U.S. public schools has slowly increased over the years, according to the most recent data available from the National Center for Education Statistics, from 4.6 million students (9.4 percent) in 2011 to 5.3 million (10.6... And the overwhelming majority (93.1 percent) received English language instruction. But even with a rich diversity of languages spoken in school communities, many school leaders are not prepared to communicate and collaborate with EL families.

In this edition of What Works, Principal magazine asked several educators with expertise in engaging English learners how to reach out to family members to collaboratively advance students’ academic performance, social integration, and emotional... Here are some of their best ideas. What languages are spoken in your school community?Our students represent 157 countries and 186 languages. There are many ways that educators and administrators can connect with families of English language learners (ELLs) and keep that communication strong. This communication can be challenging to figure out, but it many cases, it can make a tremendous difference in students' learning. Here are some tips for schools, many of which are based on lessons learned during the COVID-19 pandemic.

It's essential that schools have accurate contact information for families. Understanding why families' contact information might change, how they prefer to update that information, and how the school can make it easier for them to do so can go a long way in helping... Start by looking for families' contact information and checking to see if information on file is still accurate. This may be challenging if families' housing and economic situations are unstable. Families who use prepaid cell phones may also change phone numbers regularly. If you don't have updated contact information for families, consider trying to pass on a message through:

In this day and age of diverse education, communication between schools and ELL families is not nice to have but necessary for student success. As educators we need to acknowledge the challenges these families face and implement ways to get them fully engaged in their child’s education. This blog will explore 8 ways schools can communicate better with ELL families to create a more inclusive and supportive learning environment for all students. Maintaining accurate contact information for ELL families is the foundation of effective communication. Accurate contact information is the foundation of communication with ELL families. Schools must prioritize collecting and updating phone numbers, email addresses and mailing addresses.

Tip: Create a user-friendly online portal where families can update their contact information and access important school resources. This portal should be accessible in multiple languages and include features such as reminders for upcoming school events and deadlines. Different families may prefer different modes of communication. Knowing how ELL families prefer to communicate enhances outreach. Schools should offer multiple channels and use data to refine. Language barriers can significantly hinder communication between schools and ELL families.

Language access is a legal requirement and a cornerstone of communication. Schools must use human and technological resources to be clear. Learn how educators can build authentic relationships with ELLs, as well as how they can connect students' experiences to meaningful instruction. This article is part of our Strategies for ELL Success guide. Image credit: Photo by Allison Shelley for EDUimages One of the biggest topics that educators are thinking about this year is the importance of social-emotional learning (SEL).

Building relationships with students is a key aspect of SEL for students of all ages. The good news is that there are a lot of ideas educators can try now and throughout the year. You might think of it as "going slow to go fast" — a process that not only builds confidence and community but increases engagement and supports students' later academic success. We have compiled some of these ideas and resources for building relationships with English language learners (ELLs) and their classmates below in the following strategies: Whenever we ask veteran educators of English language learners (ELLs) the secret to their success, the answer is almost always the same: Build relationships with students and their families. Relationships establish trust and improve communication.

They help us better understand students’ strengths and needs, which is especially important for ELLs. If you’re new to working with English language learners, you may wonder how to partner with families who come from other countries and speak different languages. Understood is partnering with Colorín Colorado, the nation’s leading website providing research-based resources for educators and families of English language learners Here are six ideas to help you get started. As you read, look for one or two small steps that you might try with families this year. Imagine what it’s like for immigrant families to enter your school or classroom.

Do families see something familiar to them, like signs in their language or objects from their culture? Are books available in their home language? Small gestures can go a long way toward saying, “You are welcome here. We want your child to thrive.” By clicking submit, you give GCU consent to use automated technology to call and text you regarding educational services. Your consent is not required to receive educational services.

GCU will never sell your information. By submitting this form, you agree to GCU's privacy policy. Speak with a University Counselor today. The views and opinions expressed in this article are those of the author’s and do not necessarily reflect the official policy or position of Grand Canyon University. Any sources cited were accurate as of the publish date.

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