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The Bilingual Education Program at the Office of Superintendent of Public Instruction held meetings on June 4, 2011, at Highline Community College, March 10, 2012, at Educational Service District 123 in Pasco, and March 24, 2012, at Blix Elementary School in Tacoma, with parents of English Language Learners (ELLs), ELLs from middle and high school, and district staff. There were approximately 300 participants representing sixteen language groups and twenty school districts. Participants gave recommendations to improve implementation of the Bilingual Education program in schools and to improve basic education for ELLs in Washington.

Recommendations from parents, students and staff:

1. Provide bilingual education. When bilingual education is not possible, provide native language supports.“We believe that the most important recommendation is to provide bilingual education.”

Value students’ home language. •Parents and students recognize the many benefits of bilingualism. Parents are concerned that “kids are losing their own native language.” Some parents and students reported that they are not encouraged to speak or keep learning their native languages and that teachers recommend that they communicate only in English to improve. High school students recommend that credit be given for competency in their native languages because it is challenging to maintain their native language while learning both English and a third language for foreign language credit.

Promote literacy in the home language. •Students want teachers who can teach them how to read and write in their native languages. If this can’t happen in the classroom, recommendations included after-school programs to teach home language literacy skills, tutoring with native language support, or weekend programs offered by community-based organizations in the school to teach the home language. Parents and students request access to books and school materials in their native languages. Language groups with smaller concentrations see library books about different cultures and in different languages, but not their own. Parents ask that independent reading programs provide equal credit to students for reading books in their native languages.

Recommendations compiled by the Bilingual Education Program at the Office of Superintendent of Public Instruction, May 2012.For more information, contact 360-725-6147 or helen.malagon@k12.wa.us.

Strengthening Education for English Language Learners

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“If I know how to speak two languages but can’t write or read them, I can’t help others very well.”

– Somali student

“My ELL teacher gave me a Korean version of To Kill a Mockingbird. That helped me.”

– Korean student

“Students and staff at schools need to have better understanding and respect of other cultures.”

– Iraqi Parent

“Cultural events and celebrations at school make ESL students take pride in where they came from and feel included.”

– Chinese parent

However, because there are cultural differences within language groups, parents caution: “Don’t be prejudiced in what a family brings to the table. Don’t put everyone in a box.”

2. Understand and respect customs, holidays and cultures.School staff should learn about the students that they serve and gain the skills to become culturally competent.

Learn about different cultures. •Parents, students and staff shared things about their cultures they think educators should understand:

Education in the country of origin may be very different and the educational system of the –native country needs to be considered.Hand signals vary between cultures and can be confusing or insulting for students. –Eye contact is not acceptable for some cultures. –Students may be too shy to speak out even when they are fluent in English. They may feel –uncomfortable asking teachers questions. Some students prefer cooperative learning. –Some groups may prefer not to engage in music or certain art activities but enjoy storytelling. –Gender differences vary by culture. –Some cultures cannot eat certain things, and parents recommended that staff hired to work in –the lunch room understand this.

Respect holidays that students observe.•Parents and students asked that holidays for each culture be shown on the school calendar. They recommended that meetings and tests not be scheduled on holidays and that students not have problems taking time off from school due to a religious holiday.

Celebrate culture.•Parents and students want to see their culture reflected in school curricula, artwork and assemblies. They believe that cultural events should not be limited to specific language groups. Rather, they want to be invited to participate in events at the school to learn about other cultures represented in the English language development program – to learn more about their children’s classmates. They also want school staff, students, and families who are not in the ELL program to participate to build a stronger sense of community and appreciation across cultures.

3. Create a healthy, safe, and compassionate environment for English Language Learners in schools.

Stop any bullying and teasing of ELL students. •Students report that their peers make fun of how they speak English in class, and they are teased for using their home language as well. Parents suggest that teachers facilitate the process of ELLs getting to know their native English-speaking peers so that ELLs can practice English without feeling embarrassed.

Welcome ELL families when they come to the school, beginning •withthefrontoffice.Parents recommend customer service training for front office personnel so that parents do not feel intimidated to approach them.They would prefer office staff who value parents’ home language, understand other cultures, and, when possible, are bilingual. Office staff need to understand Civil Rights requirements, including when to call an interpreter.

Provide additional supports to newcomers. •Families who are new to the country need help to understand the US school system and may need additional time in parent-teacher conferences. High school ELL students may need increased access to school counselors in order to plan their pathway to graduation and higher education.

4. Improve communication with families.“Lack of English language prevents me from fully participating in my child’s education.” Parents expressed that language barriers make it difficult for them to attend school meetings and help with homework.

Translate written materials.•Information is not always translated for language groups with a smaller student population. Parents asked that school calendars, announcements, flyers, and information about student progress be translated. Anything requiring a parent signature should be translated as otherwise parents may not know what they are signing.

Hirebilingualstafforprovidequalifiedinterpreters.•Bilingual staff help parents and students feel comfortable at the school. Parents need a person who can speak their language to be available when they visit or call the school. Counselors who speak the home language can help both parents and students feel comfortable when communicating with the school.

Parents want to get information directly from school staff. With an interpreter, parents can communicate with teachers without the student. They prefer that their children not be used as interpreters.

“I thank my teachers for showing respect to different cultures. They show patience and respect towards

culturally sensitive clothing and everything else. My teachers also understand that I don’t

speak English very well. They always give

me more time except for one.”

“I would like my school staff to know how to pronounce my name

correctly. I’m sure I’m not the only one who

feels this way. My name is spelled Gi-Yeon. It is not hard. At first, I

corrected everybody, but I gave up.”

“Teachers must encourage students

to do their best, understand their

language problem, support them no matter

what their level of English and let their

students know that they care about them.”

– High school students

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Increase communication between home and school.•Parents asked for teachers to provide more frequent reports in the family’s home language regarding their children’s progress and any challenges they have. When available, parents appreciate the use of an auto dialer to call parents in their home language to notify them of things like school events, school closures and parent-teacher conferences.

Communicate more effectively.•Parents request that communication be more attractive (less lengthy). Teachers should make early connections with parents and be more proactive in that role. Parents ask that school staff not rely on information sent home in backpacks reaching them – it often gets lost.

5. Involve parents.At school, parents want to:

Be welcomed into the school.• Participate in an inclusive PTA.• Take computer classes.• Advocate for their children.• Participate in trainings where family • leaders train other parents.Celebrate and share their holidays at school.• Attend programs and events to promote the diversity of cultures.• Volunteer to come in and help students. Meet and exchange • knowledge with principals, teachers and other ELL parents.Participate in meaningful and reciprocal discussions.• Attend reading, math and science nights and open house.• Attend classes with their children so that they have a further understanding of the education • system and learn about teacher expectations.Share input to improve the English language development program. • Take English classes and learn basic English spoken in the school setting.• Attend after-school and tutoring programs with their children to learn the material together.•

When organizing an event for parents, schools should:Provide day care and transportation.• Ask for parent input when planning the event.• Provide interpreters and understand that English can be intimidating for parents.• Consider work schedules when deciding on a date and time.• Encourage parents to attend and communicate effectively about opportunities to be involved.•

Parents want information about:The educational system in the US and the rules in school.• The basics of learning a language.• How they can help their children.• How to use the internet to access grades and attendance• The school’s English language development program: how it works, what ELL students will be • taught, what the WELPA test is, what parents’ rights are.The credit system. “What are the subjects my child will study and how does this affect graduation?”• What their children are learning (reading, math – additional homework and problem-solving).• Keeping kids in school.•

Parents said “thank you” to districts for current efforts to involve ELL families through the Bilingual Program:

Community Cafés•Natural Leaders•Meetings for ELL families •that integrate cultural and educational activitiesESL classes for parents•Opportunities for parents •to have a voice in decision-making.

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Parents and students also reported that families supported their children’s education by visiting libraries, reading books and newspapers, socializing with English-speaking friends, providing a quiet place for homework, making sure students do homework and fulfill obligations, checking attendance, asking questions about school, receiving home visits from school staff, helping their children to be ready for school by making sure they are on time and have all the necessary supplies, sharing their feelings, and providing positive personal examples.

Value the contributions that parents make.

We support our children:By sending them to school.1. By making sure that they eat well and 2. have enough time to sleep.By checking their work and helping them 3. with what we know.Encouraging them to study. Telling them 4. the importance of school (education).Please accept the way that parents teach 5. their children as long as the answer is the same. For example: “Changing the order of the factors doesn’t change the product.”

6. Improve instructional supports for English language learners.Parents and students shared recommendations for improving services through English language development programs as well as Basic Education.

Offer summer school.• Group and one-on-one tutoring in the home language.• Provide buses for after-school programs.• Provide more vigorous supports so that the students can join regular classes as soon as possible.• Don’t use tests for fluency that don’t measure content or word usage.• Hire more qualified and trained staff to meet students’ needs.• Recognize that just because a student doesn’t speak English well does not mean the student is • not good in other subjects, such as math.Bring in volunteers to help teach students.• Provide extra time for kids to do class work and homework.• Make accommodations in reading and writing for students who have not passed required tests. • Continue doing things that work, such as hands-on activities, dialogues that are acted out, • after-school activities, school sports and projects that involve all kinds of skills and talents.

ELL families appreciate the work teachers do!We have amazing teachers at school. My job would not be easy for me as a mom if they were not there for me.