Unfortunately, not all parents can fully participate in children’s education. Parents with an immigrant background sometimes face language and cultural barriers or a feeling of being unwelcomed into and uninformed about the rules of an unfamiliar school system. Isolation due to low socio-emotional status and jobs is another factor that influences the parents’ involvement in the children’s schooling. It has also been found that different cultures communicate very differently, that is why they have different visions of the home-school collaboration and the roles that parents and teachers are entitled to in children’s life.
Despite different factors, these parents often have a strong wish to be involved in the education of their children. The professional development course offered to teachers by the TRANSLA project provides a range of activities that help to involve parents and improve the home-school collaboration.
Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological bulletin, 145(9), 855–890.
Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. New York City, NY: The City University of New York.
Chumak-Horbatsch, R. (2012). Linguistically appropriate practice: A guide for working with young immigrant children (2nd ed.). Toronto, CA: University of Toronto Press.