Successful Practices for Immigrant Parent Involvement: An Ontario Perspective

Abstract

This article brings together the perspectives of 21 immigrant parents who speak eight different languages and have been in Canada less than six years with those of 61 teachers and 32 principals who work in schools with English as a second language (ESL) populations of 20% or greater who have been recognized for successfully involving immigrant parents in their children's schooling. We highlight successful school practices for formal and informal immigrant parent involvement in their children's school learning, for communicating with immigrant parents, and for learning more about the language and culture of their students and their families. The gap between the language of home and school remains the greatest barrier to successful communication partnerships; parents, teachers, and principals should continue to find ways to utilize mother tongues in ways that support student learning in English.

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