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INVOLVEMENT  \nShelley Stagg Peterson Ontario Institute for the Studies in Education, University of Toronto  \nMary Ladky  \nTrent University  \nThis research, using questionnaire and interview data, examined practices and challenges of educators in areas of southern Ontario in fostering immigrant parents’support for their children’s literacy. Results showed that teachers learn about the language and culture of their students, modify homework assigned to their ESL students, and encourage parents to read to their children in their mother tongue. Teachers need to increase their awareness of parents’ perceptions of authority and the role of their first language for success in their children’s English literacy. Teachers also need to understand parents’ role as co‐teachers at home.  \nKey words: home‐school relationships, ESL parents, parents as co‐teachers, homework support  \nCette recherche faisant appel à un questionnaire et à des données tirées d’entrevuesporte sur les pratiques et les défis d’enseignants du sud de l’Ontario qui veulent inciter des parents immigrants à favoriser la littératie chez leurs enfants. Les résultatsindiquent que les enseignants apprennent à connaître la langue et la culture de leurs élèves, modifient les devoirs qu’ils demandent à leurs élèves en anglais langue seconde (ALS), de faire à la maison et encouragent les parents à faire la lecture à leurs enfants dans leur langue maternelle. Les enseignants ont besoin de se familiariserdavantage avec les perceptions qu’ont les parents de l’autorité et du rôle de la langue maternelle dans le succès des enfants en littératie en anglais. Les enseignants doiventaussi comprendre le rôle des parents comme co‐enseignants à la maison.  \nMots clés : liens maison‐école, parents et ALS, parents comme co‐éducateurs, soutien pour les devoirs faits à la maison  \nCANADIAN JOURNAL OF EDUCATION 30, 2 (2007): 881‐910  \nIn this article, we present the perspectives of 61 teachers and 31 principals, working in Ontario elementary schools with 20 per cent or greater new immigrant populations, on effective practices and the challenges they face in encouraging new immigrant parent involvement in their children’s learning. Our understanding of parent involvement stems from that put forward by Kauffman, Perry, and Prentiss (2001):“Diverse activities occurring either at home or at school to allow parents [and extended family members] to share in their child’s education”(p. 2) . These activities include supporting and encouraging children’s learning and active involvement in children’s schooling.  \nBecause researchers (Epstein & Sanders, 2000; Lareau, 1989) have found a strong correlation between parent involvement and students’scholastic achievement, they encourage teachers and principals to devote considerable energy and resources to encourage parents to be more engaged in their children’s education. More specifically, Epstein and Dauber (1991) advise schools to help parents “build home conditions for learning, understand communications from school, become productive volunteers, share responsibilities in their children’s education in learning activities related to the curriculum at home, and include parents’ voices and decisions that affect school and their children”(p. 291) .  \nParents’ perspectives have been sought in much of the research on parent involvement (Bernhard & Freire, 1999; Dyson, 2001; Li, 2003; Ramirez, 2003) . These studies position schools as institutions privileging the language and cultural norms of white middle‐class English speakers over immigrant families’ languages and cultures. They lament the“power asymmetries” that construct immigrant parents as individuals who are “‘needy,’‘naïve,’ or ‘hysterical’ and appear to be working in opposition to teachers”(Fine, 1993, p. 685) . This research indicates that schools have much work to do to design systematic approaches to paren","cbCaircYesXRt743","https://ap.wps.com/l/cbCaircYesXRt743","pdf",332078,"English","# Introduction\n# Related Research\n## Barriers to New Immigrant Parent Involvement\n# Study Questions and Methods\n## Survey and Interview Phases","[{\"question\":\"What practices do teachers use to foster immigrant parent involvement in children’s literacy?\",\"answer\":\"Teachers learn students’ language and culture, modify homework for ESL students, and encourage parents to read with children in the family’s mother tongue.\"},{\"question\":\"What challenges do educators face in supporting effective immigrant parent involvement?\",\"answer\":\"Educators need to better understand parents’ perceptions of authority and how first language affects children’s English literacy outcomes, and to recognize parents’ role as co-teachers at home.\"},{\"question\":\"How was the study conducted and who participated?\",\"answer\":\"The study used questionnaire and interview data, involving teachers and principals working in Ontario elementary schools with new immigrant populations of 20% or more.\"}]","A SURVEY OF TEACHERS’ AND PRINCIPALS’ PRACTICES AND CHALLENGES IN FOSTERING NEW IMMIGRANT PARENT INVOLVEMENT | PDF",1792084762,76]