“Extensive international research supports the potential of parental involvement for improving academic achievements and social outcomes for children of all ages. The most effective schools are now widely considered to be ones that encourage and support the involvement of parents and other family members in the education of their children.” (Hornby, 2011.)
With this evidence in mind, how do teachers meet the challenges of working with multilingual families, with the opportunities and difficulties that presents? What do teachers need to consider?
First, multilingual families are a very diverse group, whose geographical, social, and economic backgrounds vary significantly. Families speak different languages (and different varieties within languages), have different levels and types of education, may have experienced dislocation from their home because of conflict, and will have a range of expectations and understanding about their involvement in their children’s learning, not to mention their rights as a parent regarding their child’s education.
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