Imagine a parent desperately trying to help their child with their reading comprehension homework. The child keeps asking the parent what the word summarize means, but the parent simply does not know how to answer the question. If the child received the definition of summarize then he or she would have completed the homework assignment successfully. However, since the child did not get an answer from the parent, he or she ended up handing in a blank homework sheet. The next day at school, the teacher sees that the child has not completed his or her homework, and misinterprets it as the child not understanding reading comprehension. If this continues every night, then eventually the child can be placed in a lower level reading class. The reason
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Most English- speaking parents, are well informed or at least aware of the new curriculum. Some parents have even been able to advocate for their child by voicing their opinion to their local representatives. Those parents who don’t speak English are not aware, nor informed. In return they are unable to advocate for their child. So, to sum up, there are two key problems non- English speaking parents face. The first is not being able to help their child with homework, which in return can lead to a child not succeeding in school. The second issue is the parent’s inability to advocate for their child because there are not aware or well informed about school issues, which is due to the language barrier. These two issues are the reason for why teachers should advocate for non- English speaking parents, because helping the parents can in return help the bilingual students or ELL …show more content…
Other barriers include: schools labeling Hispanic students with learning disabilities, most teachers are unexperienced in dealing with Hispanic students, racial stereotypes lead to lower expectations for Hispanic students, and Hispanics have weaker English skills than Caucasian students (Becerra 2012). Without parent involvement, parents will have a difficult time advocating for their child to resolve these barriers that Becerra mentions. For example, a parent can be unable to advocate for their child in a situation of racial discrimination. Moreover, they might be uninformed or unaware of the racial
Most English- speaking parents, are well informed or at least aware of the new curriculum. Some parents have even been able to advocate for their child by voicing their opinion to their local representatives. Those parents who don’t speak English are not aware, nor informed. In return they are unable to advocate for their child. So, to sum up, there are two key problems non- English speaking parents face. The first is not being able to help their child with homework, which in return can lead to a child not succeeding in school. The second issue is the parent’s inability to advocate for their child because there are not aware or well informed about school issues, which is due to the language barrier. These two issues are the reason for why teachers should advocate for non- English speaking parents, because helping the parents can in return help the bilingual students or ELL …show more content…
Other barriers include: schools labeling Hispanic students with learning disabilities, most teachers are unexperienced in dealing with Hispanic students, racial stereotypes lead to lower expectations for Hispanic students, and Hispanics have weaker English skills than Caucasian students (Becerra 2012). Without parent involvement, parents will have a difficult time advocating for their child to resolve these barriers that Becerra mentions. For example, a parent can be unable to advocate for their child in a situation of racial discrimination. Moreover, they might be uninformed or unaware of the racial