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Mixed-methods findings from surveys (N=86) and interviews (N=38) identify successes, barriers, and supportive practices that can strengthen autonomy, competence, and belonging while reducing home and school insecurity.",{"@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 & 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School Language  \nMary MacPhee  \nUniversity of Prince Edward Island  \nAbstract  \nDespite 40 years of research indicating that parent involvement is important for student achievement, schools have done little to engage parents across Canada. This study and model recommend strategies to enhance the probability of educational involvement for parents who do not speak the school language. The mixed methods research with surveys (N= 86) and interviews (N= 38) identified the successes and challenges of non-francophone parents with children in French minority-language schools. Parents wanted to help but struggled with French schoolwork and school-community involvement. Parents’low French proficiency and low school effort to facilitate parent communication and comprehension were some of the barriers that led to a decreased sense of parent autonomy and competency. Policy and practices by educators and parent-groups can encourage involvement and support parents in a French minority-language population as they overcome language  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:1 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nand insecurity barriers at home or school. The findings can be generalized to support parent involvement in other multilingual contexts.  \nKeywords: parent involvement, minority-language education, French minority language, differentiated parent support model, enhancing parent engagement  \nRésumé  \nMalgré 40 ans de recherche indiquant l’importance de l’implication parentale pour laréussite des élèves, les écoles canadiennes ont peu fait pour encourager la participation des parents. Cette étude ainsi que le modèle proposé recommandent des stratégies pour accroître la probabilité de l’engagement scolaire des parents qui ne parlent pas la langue del’école de leur enfant. La recherche par méthodes mixtes avec sondages (N= 86) et entrevues (N= 38) a permis d’identifier les réussites et les défis de parents non francophonesayant des enfants dans des écoles de langue française minoritaires. Les parents voulaientaider, mais éprouvaient des difficultés avec les travaux scolaires et l’implication dans les activités scolaires et communautaires en français. La faible maîtrise du français des parents et le peu d’efforts de la part de l’école pour faciliter la communication et la compréhension des parents sont quelques-uns des obstacles qui ont conduit à une diminution du sentiment d’autonomie et de compétence des parents. Différentes politiques et pratiques des éducateurs et des groupes de parents peuvent encourager la participation et soutenir les parents dans un contexte français minoritaire dans leurs efforts pour surmonter les barrières linguistiques et l’insécurité à la maison ou à l’école. Les résultats de cette étude peuvent être généralisés pour soutenir l’implication parentale dans d’autres contextes multilingues.  \nMots-clés : engagement des parents, écoles de langue françaises minoritaires, modèle desoutien différencié pour les parents, engagement des parents non francophones  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:1 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nDefinition of Terminology  \nNF parents (non-francophone parents) are defined for the purposes of this article by right-holder parent eligibility, thus, is someone who (a) does not have French as the first language learned and still understood, and (b) has not received their primary school instruction in Canada in a French school.  \nPI (parent involvement) is the educationally focused parent actions or interactions at home, at school, or in the community for the child’s academic or French linguistic and cultural benefit.  \nACB (autonomy, competence, and belonging) terms are borrowed from self-determination theory (Ryan & Deci, 200","cbCaitOQmG8d5hRI","https://ap.wps.com/l/cbCaitOQmG8d5hRI","pdf",304501,29,"English","# Abstract\n# Résumé\n# Definition of Terminology\n# Introduction","[{\"question\":\"What problem does the study address?\",\"answer\":\"Schools have difficulty engaging parents who do not speak the school language, even though parent involvement supports student achievement.\"},{\"question\":\"What research methods were used?\",\"answer\":\"The study uses mixed methods, including surveys (N=86) and interviews (N=38) with parents in French minority-language schools.\"},{\"question\":\"What main barriers reduce parents’ sense of autonomy and competence?\",\"answer\":\"Low French proficiency and limited school effort to facilitate parent communication and comprehension reduce autonomy and competence.\"}]","The Differentiated Parent Support Model - Enhancing the Involvement of Parents Who Do Not Speak the School Language | PDF",1792083971,73]