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Parents of emergent bilinguals (i.e., multilingual learners; formerly referred to as English language learners) are often misunderstood and sometimes perceived as negligent regarding their children’s academic performance due to lower visibility in certain school involvement opportunities. As a result, some educators may blame parents of emergent bilinguals for their low academic performance. Without culturally responsive practices, educators might overlook the reality that parents of emergent bilinguals deeply desire to be involved in their children’s education. However, challenges such as language barriers, cultural differences, and economic barriers may influence parent involvement (Augustin, 2018).  

This article seeks to: (1) support novice teachers in more fully understanding parents of emergent bilinguals; (2) highlight parent cultural knowledge and assets that can promote students’ academic success (Moss et al., 1992); and (3) provide tips for increasing parental involvement in culturally sustaining ways.   

Parental Involvement 

The Annie E. Casey Foundation (2022) offers helpful insight into the construct of parental involvement, defining it as the active participation of a parent or guardian in the education of their child. In school settings, parental involvement includes “participation in school events and meetings with teachers to understand their students’ academic performance.” Such engagement is associated with improvements in children’s self-esteem, academic performance, and school retention (Garbacz et al., 2017). At home, parental involvement may include “reading with children, helping with homework, and discussing school events” (Casey, 2022). When parents actively participate in academic and home environments, teacher burnout decreases, teacher self-efficacy increases, and students earn higher grades and develop stronger social skills (Hornby and Blackwell, 2018). 

Globally, parents desire to be involved in their children’s education, but cultural perceptions and differing norms for school-home roles can shape how that involvement appears. In the United States, parental involvement in children’s education is a cultural expectation (Lechuga-Peña &Brisson 2018). Parents in cultures outside the United States may believe that they are responsible for their children’s education when they are at home, and that educational institutions are responsible for their education when they are at school (Lechuga-Peña &Brisson 2018).

Parental Involvement: Parents of Emergent bilinguals  

Some educators may perceive parents of emergent bilinguals as less involved than parents of non–emergent bilinguals (Augustin, 2018). This perception is inaccurate. Many parents of emergent bilinguals strongly desire to participate in their children’s education; however, challenges such as language barriers and economic constraints can limit their opportunities for involvement (Augustin, 2018). Language barriers may prevent parents from assisting with homework, communicating fluently with educators, or participating comfortably in school activities (Augustin, 2018). 

Economic barriers may also affect participation, particularly for parents who work labor-intensive jobs or hold multiple positions that limit their availability for conferences, open houses, or other school events (Augustin, 2018). These factors may shape how families engage in their children’s education, but they do not reflect a lack of care. Parents of emergent bilinguals possess deep knowledge about their children’s needs, interests, behaviors, and well-being (Diaz, 2018). These forms of cultural and familial knowledge—often referred to as “funds of knowledge”—are powerful assets educators can draw upon (Moll et al., 1992). Families simply need flexible, culturally responsive, and linguistically accessible resources to navigate the challenges that affect their participation.

Tips for Increasing Parental Involvement Among Parents of Emergent bilinguals  

Conclusion