{"title":"“We are not able to speak English, so we don't know what is happening:” Missed opportunities for families' engagement in their children's learning","authors":"","doi":"10.1016/j.tate.2024.104784","DOIUrl":null,"url":null,"abstract":"<div><p>Drawing from equity and plurilingual lenses, this qualitative research explores opportunities for parents from Language Backgrounds other than English (LBOTE) to engage in their children's school learning. Twenty-six Vietnamese and Burmese parents from two Australian primary (elementary) schools were interviewed. Three family engagement strategies, 1) open communication between teachers and families 2) homework/home learning 3) student conversations with their families about school learning were pertinent, and at times, problematic according to the parents. Implications from the study are how to find equitable and inclusive ways for teachers and schools to engage families with LBOTE in their children's learning.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0742051X24003172/pdfft?md5=a6fe84d3dafa002d111b6be921963357&pid=1-s2.0-S0742051X24003172-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003172","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Drawing from equity and plurilingual lenses, this qualitative research explores opportunities for parents from Language Backgrounds other than English (LBOTE) to engage in their children's school learning. Twenty-six Vietnamese and Burmese parents from two Australian primary (elementary) schools were interviewed. Three family engagement strategies, 1) open communication between teachers and families 2) homework/home learning 3) student conversations with their families about school learning were pertinent, and at times, problematic according to the parents. Implications from the study are how to find equitable and inclusive ways for teachers and schools to engage families with LBOTE in their children's learning.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.