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Examining the connection between ESL families’ language goals for their children and the goals of the school ESL programs
Examining the connection between ESL families’ language goals for their children and the goals of the school ESL programs
The purpose of this study was to investigate the perspectives of parents of English Language Learner (ELL) students on United States public schools on second language education. The overarching research question was: What are the attitudes of parents of ELLs towards English language instruction for their children as ELL students in U.S. public schools? The study hoped to discover if parents of ELL students felt that their language goals for their children were reflected in United States language education policy and programs. The research indicates that the United States has a monolinguistic ideology which affects language policy and program implementation (Wessels, Trainin, Reeves, Catalano & Qizhen Deng, 2017; Bacon, 2020; Harklau & Yang, 2020). Research also acknowledges student and teacher perspectives on current language education implementation (Dabach, 2014; Stein-Smith, 2015; Shvidko, 2017; Sampson, 2019). This was a qualitative study with a case study research approach. Participants included two ESL specialists and ten families from one elementary school in a district north of Boston, Massachusetts. Data was collected through surveys sent out to parents of ELL students, voluntary interviews with parents of ELL students, interviews with ESL specialists, and observations of meetings. The researcher implemented interview question guides and meeting observation charts, created by the researcher. The findings of this study suggest that parents of ELL students’ language goals for their children are not reflected in language education programs in public schools, and that more foreign language education is needed.
Thesis.MOVMy Epilogue
My Epilogue
Reflecting back on my thesis journey.
Key Quotes
Key Quotes
"I want my child to maintain and grow their first language, which is Spanish, to be able to communicate with us and our extended relatives." -Family A
"We have get-togethers often with our family and friends in the area, and everyone speaks Albanian. I want my children to develop their English skills, but never lose the ability to speak in Albanian either" -Family B
"It is critical for [ESL] students to maintain their first language. Not only for communicating with their family, but it also sets them apart from other students in the future." -ESL Specialist A
"[ESL] students need opportunities to develop their reading and writing skills in their first language. Typically at home, they are practicing listening and speaking. They need an educational environment where they can fully develop it" -ESL Specialist B
Incidental Findings
Incidental Findings
In schools with high English as a Second Language populations, a multilingual secretary is a necessity for being able to connect and communicate with ESL families.
Facial expressions are an important means of communication to help convey meaning between people who have differing first languages.
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