Expectations and Barriers, Making Parent Involvement Accessible to Families of English Learners


Summer 8-7-2014



Degree Name


Primary Advisor/Dissertation Chair

Mari Rasmussen

Secondary Advisor/Reader One

Anne DeMuth

Peer-Reviewer/Reader Two

Marty Christie


This study explored accessibility of parent involvement for English Learner (EL) families. The study compared types of parent involvement activities important to classroom teachers with those that EL parents find most important and barriers to parent involvement of EL families. The study identified barriers to overcome when communicating to EL parents and compared ways classroom teachers communicate to EL parents with communication preferences of parents to determine effective types of communication. Quantitative and qualitative data were collected from elementary educators and EL parents. Results of the research revealed similarities and differences between teachers and EL parents of types of parent involvement important to the success of their children in school as well as barriers EL parents face and ideas to overcome those barriers. Further study is recommended on effective methods and strategies that build understanding and familiarity with the educational system to make parent involvement more accessible to EL parents.


ESL/ ELLs, Parent Involvement

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