[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598908-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598908-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","cooperation-between-migrant-parents-and-teachers-in-school-a-resource","Cooperation Between Migrant Parents and Teachers in School - A Resource?","","Explores how cooperation between migrant parents and school teachers can support equal educational opportunities for migrant children. Argues that stronger parent-school collaboration improves mutual understanding, increases parents’ knowledge of school and society, and may reduce intergenerational cultural conflicts while strengthening acculturation. Emphasizes the need for teachers’ cultural competence, inclusive school policy, language support, translation provision, and effective implementation mechanisms. Notes that gains exist for both sides, yet developing shared cultural understanding remains challenging.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cooperation-between-migrant-parents-and-teachers-in-school-a-resource/598908/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cooperation-between-migrant-parents-and-teachers-in-school-a-resource/598908.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why is cooperation between migrant parents and teachers important for education?","Question",{"text":62,"@type":63},"Cooperation can strengthen mutual understanding, increase parents’ knowledge of school and society, and improve trust, acculturation, and long-term intergenerational relations. It also helps ensure education feels coherent for migrant students.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do language and cultural differences affect migrant students in school?",{"text":67,"@type":63},"Cultural conflicts can drain students’ energy, create identity problems, and reduce motivation. Language competence and adaptation to students’ needs are needed to counter these barriers.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the document say about Norway’s approach to inclusive education?",{"text":71,"@type":63},"Norway is described as having an inclusive policy that provides language support in both mother tongue and Norwegian when needed, plus translation for required cooperation through meetings and conferences. Implementation can still be improved, and success requires clear policy, resources, and teacher competence.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598908,1792192229,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Cooperation Between Migrant Parents and Teachers in School: A Resource?  \nMartha Lea1  \n• Even smaller Western countries receive immigrants from remote areas with poorer living conditions. As stated in the U.N. Child Convention, immigrant children should be given equal opportunities in education. Parents are always interested in their children’s future, and education may gain from stronger cooperation between school and parents. Some research shows that even illiterate parents may support their children’s training in a second language (Cummins, 1986/2001, p. 665). Dialogues between teachers and parents promote mutual understanding and increase parents’ knowledge of school and society. This might make the parents trust society more, enhance their acculturation and reduce future intergenerational conflicts (Portes & Rumbaut, 2001). A professional teacher needs cultural knowledge and understanding in order to give her/his students an education adapted to their needs. Migrant students especially should feel that there is coherence in their education, because cultural conflicts sap their energy and may also cause identity problems and lead to lack of motivation. For teachers it is important that education policy provides for equal opportunities. Norway has an inclusive policy concerning immigrant children. The students have language support to a certain degree both in their mother tongue and in Norwegian when needed. Parents and schools are obliged to cooperate in education, and some support is therefore given to translation. Cooperation is required by conferences and meetings. There are gains for all parties in cooperation between school and migrant parents, but it is difficult to develop mutual cultural understanding for all students and equal opportunities for migrant students. This requires a clear school policy, the means to implement it, and teacher competence. It takes a process to learn how to cooperate and give adequate support. The Norwegian policy shows a will to cooperation, but the implementation of the policy can still be improved.  \nKeywords: Cooperation school/migrant parents, Dialogue teacher/parents, Multicultural schools, School policy for migrant students  \n1 University in Stavanger [martha.lea@uis.no](martha.lea@uis.no)  \n106 cooperation between migrant parents and teachers in school: a resource?  \nSodelovanje med starši migranti in učitelji  \nMartha Lea  \n• Celo majhne zahodne države sprejemajo priseljence iz oddaljenih držav z revnejšimi življenjskimi pogoji. Kot je zapisano tudi v Konvenciji o otrokovih pravicah, želimo otrokom priseljencem omogočiti enakemožnosti za izobraževanje. Starše vedno zanima prihodnost njihovihotrok; izobraževanje pridobi na kakovosti, če je sodelovanje med šolo instarši trdno. Raziskave kažejo, da lahko celo nepismeni starši podpirajo otroke pri urjenju drugega jezika (J. Cummins, 1986/2001, str. 665). Dialog med učitelji in starši spodbuja medsebojno razumevanje ter povečuje poznavanje šole in družbe s strani staršev. Posledično bodo mogoče staršibolj zaupali družbi, izboljšali svojo akulturacijo in zmanjšali prihodnje medgeneracijske konflikte (Portes & Rumbaut, 2001). Profesionalni učitelj mora poznati in razumeti kulturo učenca, da bi mu lahko nudil prilagojeno izobraževanje. Še posebno učenci migrantibi morali občutiti skladnostv izobraževanju, saj jim kulturni konflikti jemljejo energijo, povzročijotežave z identiteto in vodijo v pomanjkanje motivacije.  \nZa učitelje je pomembno, da izobraževalna politika omogoča enakemožnosti. Norveška ima uveljavljeno inkluzivno politiko za otroke priseljence. Učencem se nudi pomoč do določene mere pri usvajanju jezika – maternega in norveškega, če je potrebno. Sodelovanje med šolo instarši je obvezno, zato je omogočeno tudi prevajanje. Sodelovanje poteka pri konferencah in sestankih.  \nV procesu sodelovanja pridobita obe strani – šola in starši migranti –, vendar je težko vzpostaviti medsebojno kulturno razumevanje za vse učencein enake m","cbCaibC8prsOqUsP","https://ap.wps.com/l/cbCaibC8prsOqUsP","pdf",187007,"English","# Introduction\n## Cooperation and educational opportunities\n## Norwegian inclusive policy and implementation","[{\"question\":\"Why is cooperation between migrant parents and teachers important for education?\",\"answer\":\"Cooperation can strengthen mutual understanding, increase parents’ knowledge of school and society, and improve trust, acculturation, and long-term intergenerational relations. It also helps ensure education feels coherent for migrant students.\"},{\"question\":\"How do language and cultural differences affect migrant students in school?\",\"answer\":\"Cultural conflicts can drain students’ energy, create identity problems, and reduce motivation. Language competence and adaptation to students’ needs are needed to counter these barriers.\"},{\"question\":\"What does the document say about Norway’s approach to inclusive education?\",\"answer\":\"Norway is described as having an inclusive policy that provides language support in both mother tongue and Norwegian when needed, plus translation for required cooperation through meetings and conferences. Implementation can still be improved, and success requires clear policy, resources, and teacher competence.\"}]","Cooperation Between Migrant Parents and Teachers in School - A Resource? | PDF",1792087820]