Family engagement in the middle: Reaching out to families of English learners

Abstract

At the middle school level, active family engagement is difficult enough with native English speaking families but even more so with parents of English learners (ELs). Using a funds of knowledge approach in this article, we position families as knowledgeable participants with strengths who contribute significantly to their adolescent’s academic and overall development. We provide three cases of middle grades teachers who took the initiative to engage with families of ELs. Each teacher utilized different strategies, but they ultimately all increased EL family engagement in their middle school setting. This article shows that EL families will be more engaged when strategies used are more inclusive and responsive to their needs.

Keywords:

• English learners
• family engagement
• funds of knowledge
• parent engagement

Additional information

Notes on contributors

Maria Selena Protacio

Maria Selena Protacio, Ph.D., is an Associate Professor of Literacy Studies at Western Michigan University. Email: [email protected]

Susan V. Piazza

Susan V. Piazza, Ed.D., is a Professor of Literacy Studies at Western Michigan University Email: [email protected]

Virginia David

Virginia David, Ph.D., is Faculty Specialist and coordinator of TESOL Programs at Western Michigan University. Email: [email protected]