Printer-friendly versionMany U.S. cities with large, established ethnic enclaves have long sought to welcome newly arrived immigrants and their children. Yet, small towns and cities have less experience identifying and meeting the needs and interests of new immigrants. How can you make inroads when the path to much-needed community assets and resources isn't so well worn — or when it is well worn, but not so well traveled?
Hear elementary school teacher, Diane Holtam, talk about how her school overcame cultural and linguistic barriers to engage parents in the school. In May 2005, Hyundai Motor Company, Korea's largest automotive manufacturer, opened a $1 billion automotive assembly and manufacturing plant in Montgomery, Ala., bringing with it thousands of jobs and a new community of Korean-speaking school children and their families.
Look for:
- What external resources did Diane's school use to reach out to parents?
- What are some of the volunteer opportunities mentioned for parents whose first language is not English? Can you think of any others?
Go Deeper:
In Opening Doors on the Border, Teaching Tolerance magazine showcases effective parental engagement strategies that center on students' homes, communities and schools.
Reflect On:
- What role might parent volunteers play in enhancing community connectedness and responsiveness at your school or in your classroom?
- How might parent voice factor into decisions about instruction? Extracurricular activities? Support services — tutoring, transportation, nutrition, etc.?
Ready Resources:
- Volunteer Opportunities for Non-English Speaking Parents (PDF)
- Community Assets and Tips for Entering the Community (PDF), from Doing Multicultural Education for Achievement and Equity by Carl Grant and Christine Sleeter
- National Parent Teacher Association's Three for Me program
