Learn how to stay in contact with English learners and their families and how administrators can support that outreach.
There are many ways that educators and administrators can connect with families of English language learners (ELLs) and keep that communication strong. This communication can be challenging to figure out, but it many cases, it can make a tremendous difference in students' learning.
Here are some tips for schools, many of which are based on lessons learned during the COVID-19 pandemic.
It's essential that schools have accurate contact information for families. Understanding why families' contact information might change, how they prefer to update that information, and how the school can make it easier for them to do so can go a long way in helping everyone stay connected.
Start by looking for families' contact information and checking to see if information on file is still accurate. This may be challenging if families' housing and economic situations are unstable. Families who use prepaid cell phones may also change phone numbers regularly.
If you don't have updated contact information for families, consider trying to pass on a message through:
Ensure that families understand why the school needs updated contact information, especially during the pandemic. You may wish to provide translated emergency contact forms or other tools that can help.
Learn how to make this easier for families in The Importance of Keeping Emergency Contact Information Updated (and keep in mind that families' with limited internet access may not be able to log in easily to parent portals).
Make sure that families have:
You may also wish to provide a translated information form to help families keep this information organized. In addition, ensure that families know that they are allowed (and encouraged!) to reach out to their child's school with questions.
Each family will have their own preferences on how to communicate, although there may be some similarities among families from particular communities who are using the same methods. The more you know about how families wish to communicate, the more successful your communication will be.
You may wish to start with a call if you have families' phone numbers. This will also allow you to reach some families who don't have internet access. Google Voice allows you to place phone calls without sharing your phone number. Keep in mind that some families are not allowed to answer their phones while working.
Some families may prefer to communicate by text. That will allow them to respond at their convenience. You may also wish to text video messages to your students or families with information, greetings, or messages of encouragement. Many immigrant families use WhatsApp and create large texting groups as part of the app.
Many schools have had success in communicating with ELL families through social media, including Facebook messenger or a dedicated Facebook group with translated information. For example, the Roseville, MN school districts posts bilingual information for families on its community Facebook pages, including translated messages from a family liaison. For more ideas on how to engage effectively with multilingual families in virtual settings, see these ideas from Dr. Karen Woodson.
Many ELL educators have reported that emails and newsletters are not a good option for their families. Sending out updates doesn't guarantee that families have received them or gotten the important information they need from them. If you don't receive responses to your emails, consider calling or texting instead. Just because families have provided an email address doesn't mean they are using it or are comfortable sending emails to a teacher. Other online options include doing a video chat, sharing a survey or family check-in form (perhaps via Google Forms), or sharing some online learning resources.
Notes:
During the pandemic, some teachers have connected with families through creative ways such as post cards or attaching contact information to food delivery. One teacher who sent her phone number via pizza delivery heard back from the family she was trying to contact!
This video features Juliana Urtubey, 2021 National Teacher of the Year.
Keep in mind that immigrant families may be juggling a number of challenges and responsibilities that impact how and when they can communicate with the school. Some families may:
The better you know your families, the more you can learn about their schedules and their family's situation during the pandemic.
School districts are legally required to provide information in families' home languages. You may need to share information about these rights with families themselves, colleagues, or administrators if families are not getting the information they need in their language.
You can learn more about best practices for increasing families' language access from the following:
If you are don't know what your translation options are, contact ELL educators or administrators from your school or district to find out more about your options. (Note that some ELL/bilingual educators may be able to assist with translation but will likely have numerous other responsibilities, including communicating with students, planning their own instruction, and collaborating with other teachers as well.)
Your options may include the following:
Your school or district may have bilingual staff who can help communicate with ELL families, including interpreters, family liaisons, and paraprofessionals. These staff members can also provide invaluable information and insights into families' cultures or home situations.
If your school or district has bilingual staff available to help with interpretation, ask your colleagues:
Your school district may offer a translation hotline. Find out if it is currently available and, if so, how you can use it to set up conversations with families. If the hotline's hours don't match your families' availability, talk with an administrator about whether other options may be available.
Ideally, districts will have in-person interpreters available as part of their legally mandated obligations to make information available in families' home languages. However, there are tools that can help fill in some of the gaps, especially during the current crisis.
Talking Points is an app that translates messages between teachers and families in many different languages. Here's how it works:
Illinois multilingual education administrator Sarah Said notes, "It's an application that works as a text message on parents' phones. It enables two-way translation communication with families. You can send mass texts for free! It has been a LIFELINE."
The Talking Points can help give individual teachers more options in reaching out to families directly rather than relying on an intermediary. Please note, however, that it should not be considered a wholesale substitute for professional, knowledgeable interpreters and liaisons who are familiar with:
Keep in mind that some information may be more suitable for texts (shorter messages, reminders, and check-ins) than lengthy or sensitive information, or information that is legally required to be translated. Please take a look at these privacy and security considerations for ELLs and immigrant families if you are considering using Talking Points.
Note: Google Translate is best used in a pinch for short words or phrases, in part because it may not always provide accurate translations.
Does planning and communication in your district take ELLs and their families into account? It is critical that ELL families have clear information from the school in their language, especially about schedules and learning models. ELL families will need to know:
In addition, families will need information about:
Families may also want additional information about school meals, health care, social-emotional support, how to support learning at home, or parenting tips for managing schedules and routines. Asking families what information they want is the best to address their priority questions!
ELL families are valuable partners, yet they are often overlooked in family engagement. The school-family partnership is a two-way street — just as schools have important information they want to convey to families, families have important information about their children and questions they want ask of schools. This partnership is not born overnight, and it may take time to build trust. However, by working steadily on aspects listed above, schools can increases their chances for success, especially when they make it a priority to make families feel welcome and build school-family partnerships.
As you communicate and connect with families, keep the following tips in mind:
It also helps to keep in mind the following:
Your families will have helpful insights about how things have worked so far. Topics related to communication might include:
In some cases during the pandemic, families didn't hear back from the school, or schools were unable to reconnect with families. In others, families were contacted by so many different people that they got overwhelmed. Finding out what their experiences were will help planning in future communication.
Making space in teachers' schedules for the time and effort needed for the above strategies (especially if they do not yet have a relationship with the family) may seem difficult given all that they are juggling. In the long run, however, it will:
Administrators can help in this effort by:
Administrators may wish to reach out to staff members, including ELL and bilingual educators, interpreters, family liaisons, and paraprofessionals, to talk about:
Most importantly, don't give up! While it will be a challenge, as this teacher notes, families you connect with will likely be appreciative to hear from the school:
I spent a chunk of my day today calling families using Google Voice. I didn't get through to most, but the ones I did talk to were SO grateful for the clarification about what's going on. I even got to hear a few of my sweet kiddos' voices. — Megan Kingery
If we can recognize and seize the challenge, there may be some opportunities that come out of this crisis, such as the chance to:
We are all in this together. Your ELLs and their families will be powerful partners on this journey — once they are invited to the table!
