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Concludes that scaffolded literacy instruction and BICS-aligned, family-focused goals strengthen parental involvement and learner autonomy in school and home contexts.",{"@graph":14,"@context":73},[15,34,56],{"@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/sang-hwang-edd-abstract/582327/",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/sang-hwang-edd-abstract/582327.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine about refugee parents’ involvement?","Question",{"text":63,"@type":64},"It examines how refugee parents develop English proficiency in a community-based ESL program and how their perceptions of language learning relate to instructional practices that build confidence and competence for engagement in their children’s education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many participants and what program duration are involved?",{"text":68,"@type":64},"In 2024, 48 adult refugee parents participated in 13-week ESL classes provided by Catholic Charities in a Midwestern state.",{"name":70,"@type":61,"acceptedAnswer":71},"What instructional factors help improve parents’ participation and outcomes?",{"text":72,"@type":64},"Limited English skills were found to be a barrier, but individualized and culturally responsive instruction supported by multimodal tools and technology led to measurable progress and increased confidence, strengthening both language development and parental involvement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582327,1792165604,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Sang Hwang, Ed.D. West Texas A &M University  \nAbstract  \nThis study investigates how Emergent Bilinguals shape refugee parents’ engagement in their children’s education. In 2024, 48 adult refugee parents participated in 13-week English as a Second Language (ESL) classes provided by Catholic Charities in a Midwestern state. Using classroom instruction, home visits, interviews, and language assessments, the study examined participants’English proficiency, literacy development, and the effectiveness of instructional strategies. Limited English skills were found to create significant barriers to school involvement; however, when instruction was individualized, culturally responsive, and supported by multimodal tools and technology, parents demonstrated measurable progress and increased confidence. The findings underscore that personalized, scaffolded literacy instruction enhances both language development and learner self-efficacy. Multimodal strategies effectively improve oral and written proficiency while connecting learning to real-life tasks and strengthening parental involvement in their children’s education. Overall, integrating Basic Interpersonal Communication Skills (BICS) practices with family-focused goals fosters learner autonomy, linguistic competence, and active participation in both school and home contexts. These results suggest that community-based ESL programs can serve as a critical bridge, empowering refugee parents to become active partners in their children’s academic success.  \nTexas Journal of Literacy Education | Volume 12: Issue 2 | Fall/Winter 2025 | ISSN 2374-7404  \nKeywords: refugee parents, ESL instruction, literacy development, Basic Interpersonal Communication Skills (BICS), culturally responsive teaching  \nParental involvement is widely recognized as a critical factor in promoting students’academic achievement, motivation, and school engagement (Auerbach, 2007). A substantial body of research demonstrates that when parents actively participate in their children’s education through communication with teachers, support for learning at home, and engagement with school activities, students experience stronger academic outcomes and improved attendance (Fan & Chen, 2001) . However, refugee parents often encounter significant structural and linguistic barriers that limit their ability to engage fully in their children’s schooling (McBrien, 2005) . Among the most pressing challenges is limited English proficiency, which constrains communication with school personnel and reduces parents’ capacity to assist with homework, interpret school policies, and advocate effectively for their children (Wiese, 2019) .  \nIn addition, many refugee parents arrive in the United States with interrupted or limited formal educational experiences due to displacement, conflict, or prolonged stays in refugee camps (WIDA, 2024). The immediate demands of resettlement, including securing employment, housing, and access to essential services, often take precedence over adult education opportunities, even though parental education and language acquisition are closely associated with long-term family stability and children’s academic success (Suárez-Orozco et al., 2008) . As their children enter and adapt [to the U.S. school](to the U.S. school) system, refugee parents frequently express strong aspirations for educational success but may lack familiarity with school norms, expectations, and communication practices (Warriner, 2007) . Consequently, while the desire for involvement is often present, limited linguistic resources and cultural capital can constrain meaningful participation in their children’s education.  \nTexas Journal of Literacy Education | Volume 12: Issue 2 | Fall/Winter 2025 | ISSN 2374-7404  \nPurpose of the Study  \nThis study examines how adult refugee parents develop English proficiency within a community-based ESL program and investigates their perceptions of language learning alongside the instructional practices ","cbCaimVPnwBdWNkn","https://ap.wps.com/l/cbCaimVPnwBdWNkn","pdf",9833993,35,"English","# Abstract\n# Purpose of the Study\n# Literature Review","[{\"question\":\"What does the study examine about refugee parents’ involvement?\",\"answer\":\"It examines how refugee parents develop English proficiency in a community-based ESL program and how their perceptions of language learning relate to instructional practices that build confidence and competence for engagement in their children’s education.\"},{\"question\":\"How many participants and what program duration are involved?\",\"answer\":\"In 2024, 48 adult refugee parents participated in 13-week ESL classes provided by Catholic Charities in a Midwestern state.\"},{\"question\":\"What instructional factors help improve parents’ participation and outcomes?\",\"answer\":\"Limited English skills were found to be a barrier, but individualized and culturally responsive instruction supported by multimodal tools and technology led to measurable progress and increased confidence, strengthening both language development and parental involvement.\"}]","Sang Hwang, Ed.D. - Abstract | PDF",1792043050,88]