Pixel International Conferences

In the rapidly evolving educational arena, the contemporary English language educator is challenged to focus on rich hybrid and online experiences. Professional development and graduate programs for educators often address the more traditional aspects of integrating technology and course design. This study adds an innovative dimension beyond the classroom and online coursework by providing the opportunity to observe and study the community, parents and families of the students being taught. In a previous study that addressed teachers' and parents' perceptions of parent involvement in an ethnically concentrated elementary school in a culturally diverse community, analyses revealed that teachers and parents both claim that firm partnerships between them are essential to children's learning [1]. Researchers have found that the key to making the family-community-school relationship a success is by considering it a https://www.sedl.org/connections/resources/evidence.pdf">partnership of equals, and positive school-family partnerships also help cultivate https://journals.sagepub.com/doi/pdf/10.3102/0034654318825437?casa_token=6BSEc-kixtIAAAAA:Pko7g7qjhunjKXXNy_YKJfrSMTfcScPsR4ILbAwt0H6ablC_yzuR3_01bRHje0NTvw3ufbXV9iHybw">students’ social and emotional well-being [2]. This presentation and study address the components of the Child and Community Context Study and discuss the results and experiences of 150 graduate students enrolled in the Rural Endorsement and Development Opportunities Project at Boise State University. The Child and Community Context Study encourages educators to get to know the neighborhood in which they teach by observing and studying the community and interviewing community members. Educators select two students in their class, observe these students and engage in informal conversations with them. The highlight of this study is to conduct a home visit to learn about the student’s experience as an English language learner. Educators gather all the information and prepare a context study report addressing each component of the study. On successful completion of this project, educators will be able to:

• Discuss and provide examples about the pre-conditions for equitable and democratic language practices in classrooms and communities.
• Recognize the interrelatedness of language, culture and schooling.
• Understand their own teaching and/or behavior as social, cultural, and political practices with possibilities for transformative action through an understanding of culturally responsive pedagogy.
• Recognize and advocate for the importance and benefits of family and community involvement in the academic, social and linguistic success of students.

During this presentation, the project schedule will be shared with participants. Project activities are aligned with course readings and completed during the semester with intermediate deadlines and deliverables. Educators will be well positioned to contribute to the learning community and develop a growing understanding of diverse people and contexts, reflecting on what they have learned about school-community-family-partnerships, language, and literacy. It is the goal of these activities to respond to the need for transforming education throughout the world particularly for diverse English language learners and their families who face multiple challenges and will benefit from proactive educational strategies.