Home and School Connections
Part of an asset-based approach to working with ELLs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed second language learners. As schools and educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.
Write about the leveraging home and school connections in English language instruction discusses the following:
Cultural influences, cultural competence, and social-emotional needs of ELLs in teaching and learning
Intentional strategies for family and community engagement that support and highlight the assets of home language, communication, family involvement, and culture to build family, community, and school partnerships
Inclusive school and classroom environment taking into consideration language acquisition and key environmental factors such as family, community practices, and the role of culture in student learning
The role that family and community practices have in influencing language learning.
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Asset-based and deficit-based approaches provide distinct methods for English language teaching, evaluating, and directing. According to Dikkers (2013), an asset-based approach focuses on the learners’ knowledge and strengths. The instructor builds on the learner’s strengths to help them learn the English language. On the other hand, a deficit-based approach considers the student’s weaknesses establishing the skills or knowledge they lack. Both approaches are aimed at developing and growing the learner’s skills and proficiency in the related subjects. Notably, parents are encouraged to engage themselves in the learning process to establish the learner’s strengths and weaknesses. The teachers are encouraged to invite, discuss, and engage the parents in the learning process to create a proper home and school connection.
Governments, teachers, and school administrators alike understand the importance of involving parents in the learning process. Involving the parent in the learning process allows for a comprehensive analysis of the student's challenges, strengths, and cultural background. Parents are a significant component of a child’s schooling from birth (The British Council, 2022). A parent guides the improvement of the learner’s personality and psychological well-being and assists with framing the establishment from which they foster deep-rooted perspectives and interests. Furthermore, they ensure that their home provides an essential climate to grow the child’s true capacity and character to fruition. It is critical to ensure that the child makes positive progress. A key strategy is empowering guardians and welcoming guardians to become dynamic, responsive, and mindful members of their child’s schooling and in their education and language advancement. This is aimed at getting families, guardians, and children to understand their socio-cultural aspects and build on them.
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