The focus of this literature review, was to examine research that identifies concerns around accessibility in communication for ELL (English Language Learners). In pursuing greater use of technology to support home/ school communication, the hope is that use of technology will lead to both increased engagement and academic success. Something of particular interest to the researcher is how technology will positively impact accessibility, equity and inclusivity for ELL students and their parents.

While exploring this literature, it became apparent that the implementation of technology, more specifically language apps, could bridge the gap of communication between educators, students and their parents.

The following research, explored the positive impact that language apps will have on improving home/school communication.

Guo explores the absence of ELL parents from school, which is often misunderstood as a parent lack of concern about their children’s education. “Communicating with parents whose first language is not English and whose children are struggling academically highlights the difficulty of home-school interactions in context of not only linguistic but also cultural differences between immigrant parents and Canadian teachers” (p.83). For many ELL parents, language poses a major barrier to communicating with teachers. He emphasizes that there is often a lack of available translation services available. “Parents avoid going to schools because they cannot communicate in English, and there is no one at school who speaks their native language” (p.162).

The research also indicates that ELL status has been shown to affect classroom performance (Sturtevant & Kim, 2010). ELL at different levels of language proficiency can experience different rates of language development (Mathison & Billings, 2008). Access to language apps can mean that ELL students are able to engage with lesson content and increase lesson participation. While both learned content, and vital communication is richly important, technology can allow students to express themselves and share their understandings. (Prince, 2017). Providing language apps that can support both two-way and one-way communication is paramount at all school levels.

Cummins (1997) acknowledges that there are general trends around levels of illiteracy within minority groups, and suggests those who have remained isolated from the mainstream continue to experience assimilation from their institutions. He suggests through his framework of research that power and status relations are directly related to achievement of culturally diverse students within the school context. He suggests further that, “categories of difference that define inter-group power relations (e.g. racism, sexism, homophobia, discrimination based on language, cultural differences or both et cetera)” (p. 423, 1997). This point emphasizes the need to approach both academics and communication in a way that supports students and their families, not further marginalizes them. This “bicultural ambivalence” or lack of cultural identification leads to academic failures. As we redefine the roles we have in the classroom, we shape new definitions that include empowering students and their families rather than disabling them.

Houk, suggests reliable translation processes that focus on establishing two-way communication on both sides that is reliable for both the parent and the educator. Locating and accessing translation and interpreting resources available in your district are essential. Being proactive in your communication by assessing parent preference to receive communication (phone, email, text message, etc.) and clarification of what the preferred language for communication is essential.

Ensuring that home/ school communication is reciprocal by ensuring that language barriers can be overcome through the use of translation programs and language apps can alleviate unnecessary challenges with parent engagement and participation. Access to this technology can positively impact accessibility, equity and inclusion for ELLs and their families. Exploring these challenges supported our decision to curate and create posts that use different tools that can collect, store and communicate information, in hopes of bridging the gap between parents, educators and schools. This identified need encouraged us to create a resource framework.

References:

Cummins, J. (1997). Minority Status and Schooling in Canada. Anthropology & Education Quarterly, 28(3), 411-430. https://www-jstor-org.ezproxy.library.uvic.ca/stable/pdf/3196065.pdf

Guo, Y. (2006). “Why didn’t they show up”: Rethinking EAL parent involvement in K-12 education. TEAL Canada Journal, 21(1), 80-95. https://doi.org/10.18806/tesl.v24i1.29

Houk, F. A. Supporting English Language Learners: A Guide for Teachers and Administrators. Portsmouth, NH: Heinemann, 2005.

Mathison, C., & Billings, E. (2008). The effect of primary language advanced organizer Podcasts on English language learners’ academic performance. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008, 2008(1), 138-143.

Prince, J. (2014). Case Study of English Language Learners in a Digital Classroom: Exploring the Experiences of Students and Teachers Using iPads for Linguistic Development and Content Knowledge Acquisition.
https://digitalcommons.library.umaine.edu.etd/2127

Sturtevant, E. G., & Kim, G. S. (2010). Literacy motivation and school/ non-school literacies among students enrolled in a middle-school ESOL program. Literacy Research and Instruction, 49(1), 18.

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