CTEL CTEL Family and Community Engagement for ELs 1 — Questions and Answers
Question 1: When communicating with families who have limited English proficiency, schools are legally required to:
- Require families to learn English before communicating
- Provide communication in the family's home language (Correct answer)
- Use written English notices only
- Delay communication until families speak English
Correct answer: Provide communication in the family's home language
Federal law (Title III/ESSA) requires schools to communicate with EL families in a language they can meaningfully understand.
Question 2: Moll's 'funds of knowledge' framework recognizes that EL families:
- Lack the knowledge needed to support academic learning
- Possess valuable cultural and practical knowledge that can enrich instruction (Correct answer)
- Should defer entirely to teachers
- Require remediation before engaging with schools
Correct answer: Possess valuable cultural and practical knowledge that can enrich instruction
Funds of knowledge reframes EL families as assets, acknowledging the rich knowledge and skills rooted in their cultural and lived experiences.
Question 3: Community liaisons who serve EL populations primarily:
- Replace classroom teachers
- Bridge communication, cultural, and linguistic gaps between schools and EL families (Correct answer)
- Administer language proficiency assessments
- Manage school budgets
Correct answer: Bridge communication, cultural, and linguistic gaps between schools and EL families
Community liaisons build trust and facilitate communication between schools and EL families by bridging linguistic and cultural differences.
Question 4: Title III of the No Child Left Behind Act (reauthorized under ESSA) primarily addresses:
- Special education services
- Language instruction for ELs and immigrant students (Correct answer)
- Teacher certification requirements
- School safety standards
Correct answer: Language instruction for ELs and immigrant students
Title III provides federal funding and accountability requirements specifically for language instruction programs serving ELs and immigrant students.
Question 5: Which practice best removes barriers to EL family participation in school events?
- Scheduling all meetings during standard business hours
- Offering flexible meeting times, childcare, and interpretation services (Correct answer)
- Conducting all meetings in English to encourage language learning
- Requiring formal RSVP in writing
Correct answer: Offering flexible meeting times, childcare, and interpretation services
Flexible scheduling and removing practical barriers such as childcare and interpretation allow EL families to participate meaningfully.
Question 6: What is the primary purpose of involving EL families in their children's education?
- To assess parents' English proficiency
- To strengthen home-school connections that support student achievement (Correct answer)
- To reduce the teacher's workload
- To satisfy compliance requirements only
Correct answer: To strengthen home-school connections that support student achievement
Research consistently shows that meaningful family involvement improves EL students' academic achievement, motivation, and well-being.
CTEL CTEL Family and Community Engagement for ELs 1
When communicating with families who have limited English proficiency, schools are legally required to: