We will explore various strategies that promote partnerships, particularly focused on how to have conversations with families.

Watch this video featuring Dr. Lillian Duran, Welcoming and Communicating with Families.

As you watch, think about what ideas stand out to you. How can educators welcome families of children who are multilingual learners in their learning settings?

WHAT WE LEARN FROM CONVERSATIONS WITH FAMILIES

Conversations with families help educators learn about families’ views of their child’s development, their hopes and dreams for their child, and their understanding of their child’s past and present experiences. The goal is to help children develop in all areas, especially in the home language and in other languages, such as English.

Again, families are the first and foremost teachers of their language, culture, and identity to their children. Family engagement in their child’s learning of language and literacy is essential.

Find out how the child learns best, their interests, and the family’s daily routines. This information can help structure classroom and home language and literacy programs, teaching strategies, and curricula.

Real Life Examples

Read the quotes written below from early childhood educators. As you read, reflect on the importance of asking someone from a different culture about how to be respectful in that culture, and how it takes time to establish a trusting relationship.

• Quote: “I was recently in the home of a Somalian family that has relocated to the U.S. after spending years in a refugee camp in Kenya. At one point, the speech therapist who was with me touched the mother on the elbow while explaining something to her. Later she asked whether that was offensive in their culture, wanting to make sure that she did not unintentionally disrespect the mother. The interpreter, grandfather, and the mother all started to explain that it is fine as long as it is among women. They appeared grateful and eager to share more about the rules of their culture.”
• Quote: “Through ongoing conversations and interactions with the mother, it was clear that she spoke to him in Arabic as well. It was important for us to build a relationship with her and gain her trust, and then we were able to educate her on the importance of maintaining the home language.”

What are your thoughts about the experiences of these early childhood educators working with families? Have you had any similar experiences?

The Art of the Conversation

The art of conversation involves both talking and listening. In a respectful manner, educators can ask more open-ended questions to help family members feel comfortable sharing as much information as possible about their family’s language, culture, daily routines, wants and needs.

Educators show they are listening by responding to questions, re-stating what families are saying, and verifying they are understanding correctly. Educators provide information to help multilingual learners develop oral and written language skills in the home language and in English. Educators remind families why it is important to continue to use home languages.

If educators speak through an interpreter, it is important to still speak directly to the family member to show respect for their expertise about their child and family.

This type of conversation with families of multilingual learners can be different than traditional relationships many immigrants expect from educators. Help families understand that even though a family–educator partnership may be a different way of teaching and learning than they may have experienced, their involvement will support their children’s success.

Watch this brief video, Communication Support. (0:47) As you watch, note what strategies the educator uses to effectively engage with the parent.

What did you notice?

Conversations with families are not a one-way street. We learn from one another about what can happen at home and at school to help children who are multilingual learners develop language and literacy skills in the home language and in English.

We must emphasize the role of family members as their child’s first teacher by explaining that they spend the most time with them, know them better than anyone, and provide the most comfort to their child.

We can go on to say that, while we might be an expert or a professional in this area, they are the expert on their child; therefore, we need to work together in order to help the child make progress.

References

Sweeney, R. (2015). Early Childhood Special Educator, Milwaukee Center for Independence. Personal Interview.