It is important for parents and families to be able to communicate with teachers and school administration in their desired language. To start with, provide a translated information form to collect data about the families. In addition, ensure that families know that they are allowed (and encouraged) to reach out to their child’s school with questions.
A phone app can be used that permits teachers and administrators to send messages in English that will translate to the parent’s language. And when a parent responds, the message is translated back into English. Sometimes, the school can hire people in the community to help with translation.
Beyond language barriers, parents and family members should feel like they are part of the school community. That means getting to know every family through online or in-person meetings and creating space for parents from similar backgrounds to communicate with each other about their concerns. For example, asking parents simple questions like what their child’s dreams are or what their child is good at will quickly start a conversation. Here are some of the other things that can be done to connect more effectively with parents:
Use a school newsletter (and volunteer surveys) to recruit bilingual parent volunteers. They can help with simple phone calls and other contacts with parents who speak little or no English.
In reaching out to some families, use simple printed or typed messages on flyers. Many Asian families can read simple notes. Try to avoid cursive writing, as it is not easily understood by people of many countries.
For some other parents, phone calls are more effective than printed material. For example, having a Spanish-speaking staff member, parent volunteer, or bilingual liaison can facilitate contacting Hispanic families.
Avoid using educational jargon in your outgoing messages.
Spell out proper names (avoid acronyms), including those for state aptitude.
Contact ethnic organizations such as Korean churches, Muslim community organizations, and Hispanic organizations to recruit bilingual volunteers to help communicate with families learning English. Sometimes you can find help at ethnic businesses such as Chinese restaurants.
Create a bilingual welcoming committee at school made up of parents, staff, and community members. This is a great way to support parents who are new to the country.
Improvements in communication with your student’s families aren’t always easy. However, it’s an investment that can lead to improved student achievement and trust, as well as enhanced relationships with families. These relationships can also be nurtured when schools help to provide newcomer and struggling families with resources, such as food, recycled clothes, and toys so that parents can devote more of their energy to their children’s education. Streamlined social services can reduce stress in low-income families, helping them become more responsive caregivers.
Language should not prevent family/teacher partnerships. Having a translator is essential. Schools are legally obligated to communicate all necessary information so that families can understand. If schools don’t already have a translator on hand, teachers can reach out to community organizations with connections to diverse populations who may be willing to serve as translators. Learning a few key phrases in the family’s home language can also go a long way. Starting off a phone call with “Hello, I’m your daughter’s fourth-grade teacher. How are you?” in the family’s native language demonstrates to a family that their child’s teacher really cares.
Finally, schools can celebrate those differences by inviting families to share their traditions in class. Students can interview their parents about where they are from, when they came to this city, how they travelled here, and what values are important to them. Students then present their findings to the class alongside their families. These family gatherings enrich and deepen our understanding of the multiracial, multiethnic community in the classroom for children and adults alike.
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