With families that do not speak English as a first language, the first step to overcome communication barriers is to address language issues. Schools should provide interpreters and translators as needed for parent/caregiver-teacher meetings instead of using students to translate for their families. In schools serving significant populations of immigrant parents who speak the same language, for example, Mandarin-speaking parents, it is important that all communication should be bilingual.
Bilingual staff can also act as intermediaries between families and teachers. Research shows that having an interpreter serving as a bridge between teachers and parents can be determinant in the success of parent-teacher communication1. In addition to providing interpreters and translators, teachers and schools can translate classroom and school signs, monthly newsletters, and other types of regular communications. Teachers and schools can also offer discussions about the home and visiting cultures. The more at ease families feel when they communicate with teachers, the more they will attend and actively participate in meetings with teachers and other school staff members.
Jargon
The use of educational jargon can also hinder effective parent-teacher communication. This is because the particular language of education and the terminology used is not always clear to families. Every profession has its own vocabulary and terminology that is designed to facilitate communication among its members. But this terminology can become a communication obstacle when members of a profession (e.g., teachers) use it to communicate with individuals or groups outside the profession (e.g., parents, family members, and other community representatives).
The field of education has an extensive list of technical terms and acronyms that changes often. Using an overly technical language (e.g., “rubrics”, “performance criteria”, “differentiated instruction”, and “backwards design”) might be confusing to folks unfamiliar with terms often used by educators. Some teachers use this language because they are used to it when communicating with colleagues, others may feel like they speak with more authority when they do so. Communication can be simplified by using direct explanations of the concepts rather than technical terms1.
Language is often the major barrier to communicating with educators among parents for whom English is not their first language. Parents may avoid going to schools because they are worried about their ability to communicate using English, and there is often no one at school who speaks their native language2. Parents often depend on their children to function in the new language, including interpreting the discussion at parent-teacher conferences. This may be problematic, because their children are often learning English and they may not have mastered the subtleties of coded speech in the school context3. Sometimes this leads to miscommunication between the teacher and the parent or caregivers. With parents and family members who are more fluent in English, the use of educational jargon can hinder effective parent-teacher communication (Gaskell, 2001).
To optimize communication with parents, teachers can minimize or avoid the use of professional terms and jargon. Instead, use descriptive language that can be understood by most of the population. When using acronyms, teachers should always spell them out and explain their meanings and relevance to the conversation at hand. Finally, teachers should check with families often to make sure that the information is clear to all parties.
1. Ramsey, 2009
2. Scarcella, 1990
3. Guo, 2006
4. Gaskell, 2001
Activities
Overcoming Language Barriers
Explain what language differences are, how you can address them, and the steps you will take to ameliorate barriers related to language differences in your classroom.
1. Identify the native languages of your students and the languages spoken at home. (Please refer to module 1 for several activities to gather this information.)
2. Consider how can you create an inclusive learning environment and ameliorate language difference barriers.
3. Go to https://www.youtube.com/watch?v=PWx9YllpEYY and watch the video of an elementary school teacher, Diane Holtam, talk about how her school welcomed a sudden influx of Korean families into the school district. As you watch, think about and jot down some things that the school did to support these students and their families, as well as some strategies they used to establish connections between the school and the families? What are other initiatives that you think could be done?
4. Reflect on your school’s linguistic landscape. What is already being done to support the non-native English-speaking students and families in the community? What more could be done to bridge the language divide and to welcome the rich linguistic diversity of Hawaii?
5. Share your thoughts with colleagues, administrators, students, parents, the PTSA, and other relevant parties and make a plan to address the issues that were brought up. Implement the plan and reflect upon it: What worked? What needs to be changed?
InTASC Model Core Teaching Standards
Standard #1: Learner Development
1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.
Standard #2: Learning Differences
2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.
Standard #3: Learning Environments
8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.
1. “Overcome the Language Barrier” at http://www.ptotoday.com/pto-today-articles/article/261-overcome-the-language-barrier
2. “Helping Students Overcome Language Barriers in the Classroom at https://k12teacherstaffdevelopment.com/tlb/helping-students-overcome-language-barriers-in-the-classroom/
3. Additional tips for overcoming language barriers in the classroom at https://blog.learningsciences.com/2017/08/29/new-ell-students/
4. “6 Ways Educators Can Overcome Language Barriers with Parents” at https://onlinegrad.baylor.edu/resources/language-barriers-parent-teacher-communication/
Minimize Jargon
Learn what jargon is, how it is used in education, and how it can unintentionally hamper communication with families. Gather information about various ways in which you can make your language clear and direct to enhance communication with families.
1. Learn how to become aware of how jargon may be overused and how this overuse may hamper communication with families.
2. Read the following link, which explains what jargon is and how its overuse can lead to miscommunication in any field https://www.business.com/articles/cut-the-code-why-speaking-in-technical-jargon-is-not-making-you-look-smarter/
2. Read the following two examples from the educational arena:
EXAMPLE 1→ Jargon: On this nationally norm-referenced standardized test, your child’s score fell at the seventy-fifth percentile.
(Huh?)
EXAMPLE 2→ Plain Talk: Your child’s score was as high or higher than seventy-five percent of students the same age across the country who have taken the same test.
(Wow!)
Does the information differ from the first to the second example? How does the format differ? Indicate at least two uses of jargon in the first example. What changes were made to make the second example more accessible? What further changes could you make to the language to make it even more accessible? Which tools or strategies could you use to help families understand what “high or higher” than seventy-five percent” means?
3. Create your own list of common jargon you may hear yourself, your peers, and other school personnel using. Write the word in one column, its meaning in the next column, and possible ways to convey the same idea using lay language and other tools (visuals, examples, samples of student work, etc.). Here is an example of some common words (see next page)
| JARGON | MEANING | PLAIN LANGUAGE | OTHER TOOLS |
| HIGHLY USED TERMS | |||
| Standard | |||
| Benchmark, quarterly benchmark | |||
| Rubric | Sample of student work, rubric, and assessment | ||
| Percentile | |||
| Standardized | |||
| Differentiation | |||
| Aggregated, disaggregated data | |||
| Enrichment | |||
| Inclusion | |||
| Intervention | |||
| Mainstreaming | |||
| Pull-out | |||
| Resource teacher | |||
| FEDERAL ACRONYMS | MEANING | PLAIN LANGUAGE | OTHER TOOLS |
| ADA | Americans with Disabilities Act | ||
| ADD | Attention Deficit Disorder | ||
| BOE | Board of Education | ||
| DOL | Daily Oral Language | ||
| ELL | English Language Learners | ||
| FERPA | Family Education Rights and Privacy Act | ||
| IDEA | Individuals with Disabilities Education Act | ||
| IEP | Individualized Education Program | ||
| LD | Learning Disability | ||
| MI | Multiple Intelligence | ||
| NEA | National Education Association | ||
| NCLB | No Child Left Behind | ||
| PTA | Parent Teacher Association | ||
| HAWAI‘I ACRONYMS | |||
| HDOE | Hawai‘i Department of Education | ||
| HSTA | Hawai‘i State Teachers Association | ||
| HSA | Hawai‘i State Assessment | ||
| HCPS | Hawai‘i Content Performance Standards (retired) | ||
| PCNCC | Parent Community Networking Center Coordinator | ||
| SASA | School Administrative Services Assistant | ||
| SCC | School Community Council |
InTASC Model Core Teaching Standards
Standard #1: Learner Development
1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.
Standard #2: Learning Differences
2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.
Standard #3: Learning Environments
3(f) The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
3(q) The teacher seeks to foster respectful communication among all members of the learning community.
3(r) The teacher is a thoughtful and responsive listener and observer.
Standard #10: Leadership and Collaboration
10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
10(n) The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
1. Lewis-Darden, J. (2013). Educational acronyms & terminologies: A new teacher’s guide.
2. Hiding Behind Education Jargon at https://schoolwisepress.com/hiding-behind-education-jargon/
3. Glossary of educational terms at https://www.edglossary.org/all-terms/
Report Cards
Report cards are supposed to be official communication documents that help teachers communicate with families about the behavior and academic performance of students. However, oftentimes these documents are so specialized that they obstruct rather than assist communication. Study your report cards, develop strategies to make the report card a useful communication exchange, and acquire knowledge, resources, and materials to help families make good use of the information contained in report cards.
Report cards are a major tool for the school to communicate with parents, but often the parents do not understand them very well. Even for the native-English speaking parents, the categories and symbols on the report card might be confusing. In this activity, we’ll consider how to make a fundamental school tool of communication, such as the report card, more accessible to all families including parents of English-Language Learners.
1. Consider what you can do to make the school report card more accessible to all families in your school community. For example, could you simplify the curriculum and assessment jargon?
2. Use your school’s Open House, Back to School Night, or other beginning of the school year orientation event to introduce and explain the basics of reading and understanding the report card. This is a very tangible and productive method to empower your students’ parents/guardians and strengthen the school-family communication network.
- At the aforementioned school event, display an example report card and explain the format, terminology, and expectations. You can highlight, annotate, and/or paraphrase in the template order to make the language more accessible to parents. See an example.
- Share a copy of an old report card or two (with no confidential or recognizable information included).
3. In lieu of or in addition to explaining the report card at one of the beginning of the school year events, you may also consider sending home a parent letter and explanation of your grade’s report card. An example of a report card letter used for 1st grade students can be found here: https://www.teacherspayteachers.com/Product/Report-Card-Letter-to-Parents-4577297?st=29722064ae6809afefd92155f63824db
4. If there are some dominant languages in your school consider having a report card translated or at least translate some key aspects of the report card. This can be done for groups of grades in a collaborative manner.
EXAMPLE OF HDOE TEACHER LETTER TO FAMILIES REGARDING REPORT CARDS
[INSERT DATE]
Dear Parents,
Welcome to a new school year! I am [INSERT TEACHER’S NAME], and I will be your child’s teacher this school year. We will be using the standards-based report card to inform you of your child’s progress and achievement of the Hawaii Content and Performance Standards (HCPS) or the Common Core State Standards in English language arts and mathematics.
Although the report card is an important part of home and school communication, it is not the only way to know how your child is doing. Throughout the year, your child will be working on many activities that will help him or her learn new concepts and skills. Please take the time to review some of these activities and assignments with your child. They will give you various sources of information about what your child is learning. Also, please review your child’s planner daily. It will contain homework assignments and notes from me when needed. Please write any comments or questions you have for me in the planner as well.
Your child will be assessed according to grade level benchmarks or standards. His or her progress will be reported quarterly on the standards-based report card. Grades will be based on a variety of evidence such as projects, presentations, tests, observations, and conversations. Remember, learning takes time and practice – just like athletics.
Lastly, the report card also has a section on the General Learner Outcomes for all students in all grade levels. These are the positive behaviors and skills that lead to success in work, home and school – responsibility, work habits, thinking skills, quality performance, communication and technology. I will let you know how often your child demonstrates these behaviors. Please support your child by checking if your child completes homework daily, asking your child what he or she is learning, and helping your child work and play well with others.
If you ever have any questions or concerns, please contact me at [INSERT PHONE NUMBER] or the counselor,[INSERT COUSELOR’S NAME] at [INSERT PHONE NUMBER].
Sincerely,
[INSERT TEACHER’S NAME]
EXAMPLE OF HDOE REPORT CARD NEWSLETTER
Standards-Based Report Cards
This year, [INSERT SCHOOL NAME] along with all other public elementary schools in Hawaii, will introduce Common Core State Standards (CCSS) in English language arts and mathematics for Kindergarten, Grade 1, and Grade 2. The standards-based report card in these grade levels will align with the Common Core State Standards (CCSS) that, as of April 2011, have been adopted by 43 states including Hawaii, and four territories. Grades 3-6 will continue to use the Hawaii Content and Performance Standards III (HCPS III) for instruction and assessment until School Year 2013-2014. In School Year 2013-2014, the Grades 3-6 standards-based report cards will also include the CCSS.
Whether it is the CCSS or HCPS III being used for instruction and assessment, all standards make clear what a child is expected to know and be able to do. Teachers will assess each student’s grade level progress and achievement of the standards will be documented on the report card. At parent-teacher conferences, information and strategies to support each child will be shared with parents.
The Hawaii State Department of Education’s (DOE) goal is for the standards-based report card to help everyone understand a child’s interests, strengths, and talents. With this information, steps can be taken to improve school performance and to make parents full partners in the academic and social development of their child.
InTASC Model Core Teaching Standards
Standard #1: Learner Development
1(k) The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.
Standard #2: Learning Differences
2(l) The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
Standard #6: Assessment
6(l) The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
6(n) The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
6(o) The teacher knows when and how to evaluate and report learner progress against standards.
Standard #7: Planning for Instruction
7(b) The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
7(f) The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.
7(o) The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community.
7(p) The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
Standard #10: Leadership and Collaboration
10(d) The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
10(q) The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
1. “Overcome the Language Barrier: Effective Strategies Parent Groups Use to Reach Out to Non-English Speakers” at http://www.ptotoday.com/pto-today-articles/article/261-overcome-the-language-barrier
2. Six Steps to Writing Thoughtful Report Card Comments at https://www.scholastic.com/teachers/articles/teaching-content/six-steps-writing-thoughtful-report-card-comments/
3. Report card comments and helpful hints
http://www.lakeshorelearning.com/media/images/free_resources/teachers_corner/printables/reportcardcomments.pdf
4. Teach Comments on Report Cards at http://www.kellybear.com/TeacherArticles/TeacherTip67.html
5. Teachers’ Messages for Report Cards, Grades K – 8 [Paperback] by Fearon (Compiler) [BOOK]
Multilingual Strategies
Gain a deeper understanding of how language differences can prevent families from full participation in the education of their children. Expand your knowledge of strategies you and your school can use to overcome language barriers and promote effective partnerships with families.
1. Identify the native languages of your students as well as the languages spoken at home. (Please refer to module 1 for several activities to gather this information.)
2. Consider how can you create an inclusive learning environment and ameliorate language difference barriers.
3. Go to the website https://www.tolerance.org/professional-development/family-engagement?ttnewslette_%28%3Ca_style= and watch the video of an elementary school teacher, Diane Holtam, talk about how her school welcomed a sudden influx of Korean families into the school district. As you watch, think about and jot down some things that the school did to support these students and their families, as well as some strategies they used to establish connections between the school and the families? What are other initiatives that you think could be done?
4. Reflect on your school’s linguistic landscape. What is already being done to support the non-native English-speaking students and families in the community? What more could be done to bridge the language divide and to welcome the rich linguistic diversity of Hawaii?
5. Share your thoughts with colleagues, administrators, students, parents, the PTSA, and other relevant parties and make a plan to address the issues that were brought up. Implement the plan and reflect upon it: What worked? What needs to be changed?
InTASC Model Core Teaching Standards
Standard #1 : Learner Development
1(a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
1(g) The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.
Standard #2: Learning Differences
2(o) The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.
Standard #8: Instructional Strategies
8(k) The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.
1. “Steps Toward Learning: A Guide to Overcoming Language Barriers in Children’s Education” at https://www.savethechildren.org.uk/content/dam/global/reports/steps-towards-learning-lr.pdf
2. Tolerance.org for a video of an elementary school teacher, Diane Holtam, talk about how her school welcomed a sudden influx of Korean families into the school community: https://www.tolerance.org/professional-development/family-engagement?ttnewslette_%28%3Ca_style=
3. “Overcome the Language Barrier” at http://www.ptotoday.com/pto-today-articles/article/261-overcome-the-language-barrier