TOOLKIT
This toolkit is divided into five main chapters to help you find easily what you are looking for. Each information can be found and is downloadable from our website. Every information provided here is general and applies to almost every country in Europe - for specific information about your own country, please go on our website and you will find what you need which is also freely downloadable.
Content:
A - GENERAL - page 5
a. school website - page 6
b. school building - page 7
c. school staff - presentation - who does what? - page 8
d. registration -
a. adding languages of the families page 10
e. school system - page 11
f. school rules - page 12
B - SHOWING ALL LANGUAGES - page 13
g. poster - page 15
h. running a multilingual session - page 17
i. setting up a multilingual library - page 20
j. special forms in several languages - page 22
a. about health check - page 23
b. about school fêtes - page 25
c. about inspection - page 27
C - WHERE PLURILINGUAL PARENTS CAN BE INVOLVED - page 28
k. Parents’ insecurity - page 29
l. Parents’ Association - page 31
m. Parents’ Café - page 34
D - PARENTS AND TEACHERS’ COMMUNICATION - page 36
o. relationships between parents and teachers - page 37
a. understanding what parents expect according the cultures - page 37
b. explaining what the school expect from the parents - page 38
c. explaining what the school expect from the children - page 41
d - sending notes to the parents - inviting them - page 43
p. knowing and using the languages present in the classroom - page 44
a. language portrait - page 46
b. language flower - page 48
c. DLC - Dominant Language Constellation - page 48
d. Translanguaging - page 48
q. using the multilingual library - page 49
E - OTHER STAFF IN THE SCHOOL - CANTEEN, SURGERY - page 51
s. understanding eating habits - page 51
t. understanding the various religion and their impact - page 52
A - GENERAL
This first chapter is dealing with general points which even if they
are general, they are extremely important. When families arrive in a new
country, and when they have to put their children at school, they are at a
loss. They do not know the school system. They sometimes do not know how a
school is running, as the parents may not have gone to school themselves. They
have no idea of who does what in a school. They do not understand the school
website as it is often monolingual. The buildings of our schools can be
daunting by their size. All those points are important to keep in mind in order
to make the parents, and thus their children, confident in the school system,
confident in you and what you are going to do within the school building.
School website
Let's start with the school
website.
The website of the school is the
online source of information about the school for parents. Parents who are
members of the local community in which the school belongs, may be aware of
some basic information about the school, e.g. the time when they may visit the
school, the ways in which they may contact the school staff etc. However, this
is not the case for people who may have recently moved to the country or the
area where the school is.
Accessing information on the
school’s website in a language they understand is a necessity for those people.
That is why the school website should be available in English, as well as the
languages of the ethnolinguistic groups that register their children for the
school. Nowadays, we search and find most of the information we need online.
This is precisely the reason why schools maintain websites.
Let us aim at making them
accessible to everyone, so that we kick start good communication between the
school and plurilingual families.
- School building
Providing multilingual parents
with some basic information about the school building helps with making the
school more welcoming and accessible to them.
A map of the school which shows
where they may drop off or pick up their kids contributes to avoiding
frustration when they first register their children for the school. Clearly
demonstrating where the school administration and/or the principal’s office are,
can also be useful.
A map of the school also allows
parents to configure where the classrooms are, where their children are going
to be. Where the sports hall is, where the canteen is, etc. It gives them a
peace of mind about the whereabouts of their children within the school
buildings.
It is also important for the
school to organise a visit of the school buildings - for those parents who
never went to school, it will give them snapshots of how the school is
organised and visual pictures of where their children are going to spend their
days.
If there is an office or a room
in the school building where parents may meet their children’s teachers, the
map should also indicate this. In this way, parents are subtly encouraged to
use that space, i.e. contact the school and arrange a meeting with their
children’s teacher.
And do not forget to have the map
in several languages - you can find the translations of the words you need on our website.
- School staff - presentation
- who does what?
It is important to give the
families information about the school staff. When children come back from
school and mention staff, parents need to know who they are talking about. We
suggest that you create an organisational chart of the school staff with their
names and positions and that this chart is either on the website or in a
leaflet distributed to parents.
This organisation chart clarifies
the responsibilities of each staff member, which helps parents to know who to
contact for specific concerns, thereby streamlining communication and fostering
a collaborative school environment.
Do not forget to have this chart
in several languages - words you may need can be found on our website.
The organisation chart outlines
the hierarchical order of school staff members and their roles. This also
clarifies the responsibilities of each staff member, which helps parents to
know who to contact for specific concerns, thereby streamlining communication
and fostering a collaborative school environment.
Would you like to create your own school organisational chart?
Use our template to get you started!
- Registration
Making
multilingual families feel welcome
Registering a child for school
entails filling in forms requested by the school administration. Unfortunately,
those forms are often monolingual with vocabulary that parents may not even
know. If the forms that parents have to complete are in a language they do not
understand, this makes the whole process difficult and stressful. It may also
give those families the impression that they are not respected and/or welcomed.
Some local authorities may have
the registration forms in other languages. In some countries, school
administrative staff may contact the Ministry of Education or the local
authorities and request the translated versions of those forms. Please find on our website a list
of links to the translated versions of registration forms - check for your own
country and language.
We would advise to have bilingual
forms as it will make it easier for you as administrative staff to find back
the information you need and for the parents the information they have to
provide.
What about the languages of the families?
In the
registration form, we would also suggest adding a question concerning the
languages spoken at home. This is an important question both for the school,
but also for the families.
For the school, this information
is important as it makes the staff aware of how the languages are used in the
home and how fluent the parents are in the school language. It will also help
the school staff in working out on how they are going to deliver information to
the families.
For the families, it is a
recognition of who they are, of their identities. It makes them feel welcome
and respected. Migrant families have left a lot behind and the recognition of
who they are, is of prime importance for the well-being of the children and
their success at school.
There are different manners of
asking parents about the languages they speak, also the languages they speak
with their children - as sometimes, parents have not passed on their mother
tongue to them for various reasons.
Including languages spoken at home helps teachers and the school to
gather important information about their students. This information can help in
the development of targeted programs and resources that can support
multilingual students and their families, improving overall communication and
educational outcomes. Often this information is given to the school in
registration but the child's teacher does not see this information. The above
template is a great activity for both children and parents and is beneficial
for the teacher to understand more about the child's language skills. This
template can be modified to suit each teacher/ school.
- School system
Providing an illustration of how
the school system operates allows the school to communicate efficiently and
easily important information about the school. Explaining clearly the way the
school operates, what is expected from their children, what is expected from
them as parents, allows multilingual children to progress and succeed in
school.
It is also important to provide
this information in several languages, i.e. languages that the parents can
understand.
Please find on our website some
flyers you may use for this purpose. There is also a space where you may add
any information that you may think is important to communicate to the pupils’
parents. Please enter this information in a language that your students’
parents understand. There are translation applications you may use for this
purpose. You may also request from your country’s ministry or the local
authorities to provide you with a translated version of the information you
want to add to the flyer. This is a simple action you may take to create an
information flyer you may use as a school or a teacher for many years.
- School rules
A great start: communicating the
school rules from the beginning
The education process is
facilitated when the school rules are followed. Communicating these rules to
the multilingual families in a way they understand sets a solid foundation for
an efficient collaboration between the parents and the school.
We would suggest that you make
the presentation of the school rules as simple as possible and as clearly as
possible, using simple languages, using pictures, icons and written in more
than one language. Those rules should also be available on your website
indicating clearly in which language they are written.
Please find on our website flyers with images you may
use for this purpose. Again, if there are rules that your school has set and
they are not included in the flyer, please use the space provided in the flyer
to add them.
Please ensure that the rules you add are illustrated or given in a
language that is understood by the families whose children are attending your
school.
B - Showing all languages are
welcomed
According to
UNESCO, language is more than a communication tool: it is a very specific human
cognitive faculty and the common foundation of all humanity. It enables the
transmission of experiences, traditions, knowledge and identities from one
generation to the next. Languages play an essential role in promoting peace,
fostering intercultural dialogue and sustainable development. They are present
in all facets of our lives, from family and work to education, politics, media,
justice, research and technology. Our values, beliefs, knowledge, identities
and worldviews are closely linked to languages and reflect the richness of the human
experience.
Article 30 of the Rights of Child Convention tells
us that: “Children have the right to use their own language, culture and
religion - even if these are not shared by most people in the country where
they live.” https://www.unicef.org/media/52626/file and https://www.unicef.org/media/60981/file/convention-rights-child-text-child-friendly-version.pdf
(https://www.unesco.org/es/articles/la-educacion-multilingue-es-la-clave-de-un-aprendizaje-inclusivo-y-de-calidad)
https://www.unesco.org/fr/articles/leducation-multilingue-est-la-cle-dun-enseignement-inclusif-et-de-qualite
Making languages more visible in the school environment is important
for promoting linguistic diversity and fostering an inclusive environment and
mostly to show that you respect the families and their identities. Here are some
ways to achieve this:
- Multilingual Posters and
Signage: post multilingual posters,
signs and signage around the school to showcase the linguistic diversity
present in the school community.
- Language
classes in the languages used by
the families whose children are attending your school: offer language
classes at school so that students have the opportunity to learn and
practise their own languages.
- Language
clubs: create language clubs
where students can practise and share their language skills with peers.
- Cultural
events: organise cultural events
that highlight the traditions, customs and languages of different cultures
represented in the school. This can include festivals, cultural fairs,
international nights, among others.
- Multilingual
assemblies: hold
assemblies or special presentations using multiple languages to
communicate with all students and celebrate linguistic diversity.
- Cross-cultural
projects:
encourage cross-cultural projects that engage students in collaborative
activities that highlight the differences and similarities between
different languages and cultures.
- Multilingual
library: create a section in the
school library with books, magazines and resources in several languages to
encourage reading and learning different languages. (see below, section i)
- Plurilingual student support: provide additional support to students who speak more than one
language at home so that they feel valued and respected for their
linguistic diversity.
By implementing these strategies,
you can make languages more visible in the school environment, promote
linguistic diversity and create an inclusive educational environment that
celebrates different languages.
- Poster
We think that the school should
display and hang posters showing that the school is open to all languages and
that they are all welcomed within the school boundaries.
With those posters, the families
will feel welcomed when entering the school, the children will feel they belong
and that their identities are respected.
Those posters can be in multiple
languages. You can also have the same poster in several languages. You can
present where the languages present in the school are spoken around the world.
The ideas are numerous and we give you some hereunder and on our website.
These posters demonstrate how
schools can visually welcome and celebrate diverse languages spoken by their
students. By prominently displaying such posters, schools can foster an inclusive
environment that values linguistic diversity, making students, parents and
school staff feel respected and acknowledged.
Example 1
a. https://shorturl.at/9NrG9 (from Unesco source)
Photo:
Unesco
The poster illustrates how 2 individuals (parent/teacher) can speak
different languages, and still be at an equal level while communicating
effectively to each other, with respect and other core values.
Example 2
https://shorturl.at/Cjima
Each kid can choose their spoken language, and express them on the
poster. Then, the teacher can understand the linguistic and cultural differences
and adapt better to each kid and their family.
Photo: lararforlaget.se
Here is a website where schools buy posters:
https://shorturl.at/v28Py
Here you can find editable versions of the above and additional
editable posters that can be used to promote that languages are welcome.
English versions: https://drive.google.com/file/d/12hmb4_K-nFAqIKve1DBJbXX4n6mBAqtJ/view?usp=drive_link
Editable versions:
https://drive.google.com/file/d/1fJ7cBU1hd3z_3oOpdCyVSuUBCWRwzEuO/view?usp=sharing
Other resources can be found at:
https://shorturl.at/wVA56
- Running a multilingual session
Presentations
in multiple languages are crucial in fostering effective communication and
engagement between school staff, teachers and
parents, especially in multicultural communities. These presentations are
beneficial during parent-teacher meetings, school assemblies, and celebratory
events where parents are invited. By accommodating the linguistic diversity of
parents, schools can ensure that all families feel included and informed,
enhancing their ability to support their children's education. Multilingual presentations demonstrate respect for cultural
diversity and promote a more inclusive school environment, strengthening the
partnership between parents, teachers, and school staff.
It is also important to keep in
mind that families who do not speak the school language are also coming from
different cultures. The references that we would have may be completely unknown
to them, so clear and simple explanations are a necessity.
Below are a few tips
that can help to foster a more inclusive school community. These practical tips provide
guidelines for organising multilingual presentation sessions. They help ensure
that information is accessible to all parents, regardless of their primary
language, thereby enhancing engagement and understanding between the school
community and the parents. This helps to foster a more inclusive and supportive
environment for students. By implementing these strategies, schools can better
connect with all families, encourage active participation, and create a
welcoming atmosphere for everyone involved.
Using an Interpreter
The school can contact an interpreter speaking the same language as the
students/ parents. The outside interpreter is a better option than a child or a
connection of the family as he/she is neutral and not part of the families’
circles.
Simplified and short
wording/presentation
Using (Plain Language) or simple words can
help parents whose first language is not the same as the presentation language
to understand better. (Please note that while everyone's attention
span is different it is proven that the average human is only able to focus and
concentrate 15-30 min in his/her mother
language - this decreases when the information is given in another language or for persons with various learning
disabilities then around 10 min).
Using visuals/images.
Visual
aids can help bridge language gaps and make the content more accessible.
Engaging by asking questions and providing
answers with group activities.
Involve parents by asking questions and encouraging group activities.
This interactive approach helps ensure the understanding of the message
and it keeps parents engaged.
Using examples.
Provide concrete examples to illustrate key points. This helps clarify
information and make it more relatable. You must keep in
mind that parents are coming from another culture and may not have the same
references than you have.
Following up by
sending the documents/ presentations by email.
Sending follow-up documents and presentations by email in multiple
languages can be of help. This allows parents to review the information at
their own pace and share it with family members who might not have attended. It
can also allow for people to translate what they did not understand and /or was
too embarrassed to ask for clarification.
Having breaks.
Schedule breaks during longer presentations in order to give parents time to process the information and ask
questions.
Having smaller groups
at once.
Organise smaller group sessions to facilitate better interaction and
ensure that everyone has the opportunity to participate and ask questions. This
also helps parents to feel more comfortable and gain more confidence and not be embarrassed by their
inability to understand.
Having few external
distractions.
Choose a venue that has minimal or no external distractions such as
construction nearby or train passing by etc. This will help parents to focus
better on the presentation and what is being said.
Have extra 5 min for
individual questions
If there are large groups and there is an extra minute for parents that
do not understand to ask questions.
Use of Technology
The use of translation apps or programs such as AI can provide real
time translation during the presentation. This is especially beneficial in
large groups where it is difficult to address everyone in their preferred
language.
Technology such as Zoom, Teams and Google
Meets can also facilitate smaller groups online
if it is the choice of the schools and be able to
break out in different languages.
- Setting up a multilingual library
A multilingual library is a space
that has a wide variety of materials and resources in different languages, with
the objective of serving the reading needs of a diverse and multicultural
community. These libraries offer books, magazines, newspapers, films and other
materials in several languages, thus promoting linguistic and cultural
diversity and facilitating access to information for people of different
nationalities and backgrounds.
Multilingual libraries in schools are of utmost importance as they
foster cultural and linguistic diversity, promote the inclusion of students
from different backgrounds and facilitate access to a wide range of educational
resources in various languages. In addition, they help enrich the vocabulary
and understanding of different languages, which contributes to the overall
development of students and their preparation for a globalised world.
Below are some considerations for establishing a multilingual library
in the school: (https://www.multilingualism-in-schools.net/the-multilingual-childrens-library/)
Consider the context of the school: take into account the different
cultures and languages surrounding the school, which often depends on the
context of the neighbourhood. This is done in order to meet the needs of all
families and to enrich the school.
Other data to take into account (in addition to the languages spoken in
the school) are: (a) The ages of the children attending the school: so that the
books are appropriate. (b) The number of students attending: to calculate the
size of the library.
It is important that everyone
feels "equal protagonist", so it can work to have the materials and
posters in different languages, or at least among the most spoken within the
school.
Promote the library to families:
the library needs to be made known. The most powerful tool for promotion is
usually word of mouth among families.
It can be interesting, and
contribute to integration, that the families themselves bring books in their
home tongue, this will strengthen the feeling of belonging and encourage motivation
in involvement.
Establish
motivational reading initiatives within the library, such as a "Reading
passport" carried out at Sheffield's Multilingual Children's Library. (see our website)
Build a warm and welcoming atmosphere: Keep in mind that the multilingual
library is also a meeting space, and an opportunity for families to socialise,
as it offers the possibility to establish bonds and connections; it is
therefore worth taking a few minutes to build a caring space.
Given all the above, the benefits
of a multilingual library for plurilingual students and families are very
significant. First, it provides access to a wide range of resources in
different languages, allowing families to maintain and foster their native
languages. This is crucial for preserving cultural identity and strengthening
family ties. In addition, a multilingual library offers the opportunity to
explore new cultures and traditions through literature and other materials in
different languages, which enriches children's learning experience and promotes
cross-cultural understanding.
In short, a
multilingual library is an invaluable resource for plurilingual families,
providing them with the opportunity to connect with their cultural roots and
explore the world through different languages.
You will wonder how and where to find the books. This is where your
relationships with the families are important. You can ask them where to find
them, what type of books are important in their countries. Parents can also
provide you with books when travelling back to their home countries. It is
important to know how books are important in their countries and what type of
books are being used. Keeping in mind that in some cultures, there are no
written stories and that the tradition is an oral tradition.
- (Special) Forms in several languages
In all the schools, information
is given through various forms and documents to the parents. It is important
for good communication that the parents understand what you are asking them and
what is happening in the school. Having forms in languages that they can
understand and the reasons for the information is of vital importance for the
well-being of the children. We are suggesting here a couple of forms which you
can use that are available freely on our website.
In addition, you can use the
following template in the different home languages of the school families to
share any information:
The forms and information that
the schools are sharing with the families are about various topics. We have put
links on
our website about forms which already exist in some countries and
are freely available.
Hereunder are a few other examples:
- About health check
School health check-ups aim to promote, protect and preserve children's
health. The aim is to evaluate and analyse children in order to ensure that
their development is correct.
This may be obvious for us as we know the system, however for families
coming from other cultures and who do not master the school language, there is
a need to have clear information. There is a need to dedicate time to
communication about these check-ups. Normally this communication is done in the
language of the school, either in physical format (paper) or in digital format
(web page).
Communicating
about health checks done in schools with multilingual families can be
challenging, but it is critical to ensuring the health and well-being of
students. Here are some suggestions for addressing this issue:
- Use
multiple languages: Ensure that health check information is available in
several languages used by
students' families. Typical brochures, posters or e-mails can be
provided in different languages to facilitate understanding.
- Clear and simple communication: It is important to use clear and
simple language when communicating health check information. Avoid using
complicated medical terms and make sure that the information is easy for
everyone to understand.
- Use visual aids: In addition to written text, consider including
images or graphics that can help convey information visually. This can be
especially helpful for families with language barriers.
- Offer additional support: If possible, additional assistance can
be provided to families who may have difficulty understanding health
screening information. This could include face-to-face briefings or the
availability of bilingual staff to answer questions.
- Encourage active participation: Encourage
families to actively participate in the health check process by letting
them know how important this check-up is to their child's health.
Informational meetings or question-and-answer sessions can be organised to
address any concerns they may have.
However, the medical check-up is different from country to country,
e.g. in Sweden school nurses are responsible for students' medical
intervention and well-being, including medical, psychological, psychosocial and
special education interventions. So, what can be expected from schools is:
● Expect
at least 2 to 3 health talks with the nurse.
● Expect
vaccination consent forms to be sent home when the child is eligible for the
vaccine
● Expect
written and verbal communication if there are any signs or problems regarding
your child's health and well-being.
In summary, effective communication with multilingual families about
school health screening requires empathy, clarity and adequate resources to
ensure that all parents and guardians understand the importance of this process
to their child's well-being.
About school fêtes
Inviting plurilingual families to school festivities is important for
several reasons:
- Inclusion
and diversity: Inviting plurilingual families to school festivities shows
a commitment to inclusion and diversity. By welcoming people from
different linguistic backgrounds, it creates a welcoming and respectful
environment for all members of the school community.
- Celebrating diverse cultures: School festivities are an
opportunity to celebrate and learn about the different cultures
represented in the school community. By inviting plurilingual families,
cultural exchange is encouraged and students' educational experience is
enriched.
- Strengthening relationships: Inviting plurilingual families to
school festivities helps strengthen relationships between the school,
families and the broader community. This can create a sense of belonging
and collaboration that benefits everyone involved in the students' education.
- Promoting language learning: By inviting plurilingual
families, the value of multilingualism is promoted and interest in
learning new languages is encouraged. This can inspire students to
appreciate linguistic diversity and develop intercultural communication
skills.
In short, inviting plurilingual
families to school festivities is a way to promote inclusion, celebrate
diversity, strengthen relationships and foster intercultural learning. It is an
opportunity to build a more welcoming, vibrant and enriching school community
for all its members. And it also helps develop better and stronger
relationships between the school and the families and improve the
communication.
Here are some
tips for inviting multilingual families to school festivities:
- Use multiple languages: Prepare the invitation in multiple languages to ensure that all
families can understand it. Include the most common languages spoken by
families in the school community. - you can refer to the registration form
where parents had to tell which languages they speak.
- Clearly
communicate details: Make
sure the invitation includes clear information about the date, time,
location and activities of the festivities. This will help families know
what to expect and how to prepare for the event.
- Provide
translation or interpretation: If possible, offer translation or interpretation services during
the festivities to help plurilingual families fully participate in
activities and communicate with other attendees.
- Promote
cultural diversity: Highlight
the cultural diversity of your school community in the invitation and
during the festivities. Encourage families to share their traditions,
customs and typical foods to enrich everyone's experience.
- Offer
materials in multiple languages: If you are distributing brochures, programs or other materials
during the holidays, be sure to have different language versions so that
all families can access the information.
- Facilitate interaction between families: Organise activities or games that encourage interaction between
families from different language backgrounds. This can help create
connections and promote an inclusive and welcoming environment.
By following these tips, you can
effectively invite multilingual families and ensure that everyone feels welcome
and can fully enjoy the school festivities.
- About inspection
In school,
teachers are inspected. This may not happen in every country. This is an
important part of their job and often the students are told in advance. It is
important for the school to let the parents know about those important steps
for the teachers and to explain what it is. In doing so in several languages,
you will help the families have a better understanding to the running of the
school
C - Where Plurilingual Parents
can be involved
It is important to let the
parents know that they can and maybe that they should be involved in the
academic life of their children. They have to know that they can take part into
the life of the school itself as a member of the Parents’ Association or
creating and participating in the Parents’ Café. However, when parents come
from a different culture, they can feel insecure about what they can, should or
must be doing. They also do not know what a Parents Association is or even a
Parents’ Café. Take time to explain to them in a language they can understand.
- Parents’ insecurity
Understanding
the Challenges: Why Parents with Different Language and Cultural Backgrounds
Often Feel Insecure About Attending Parent Meetings
Creating inclusive and accessible
communication materials is crucial for fostering a welcoming school
environment. To achieve this, it is essential to understand the challenges and
reasons why parents from different language and cultural backgrounds often feel
insecure about attending parent meetings and other meetings with school staff.
Those reasons can be:
● Language Barriers:
Many parents may not be fluent in
the primary language used at the school. This can lead to misunderstandings and
a feeling of being unable to express their concerns or understand what is being
discussed.
● Different Educational Values:
Cultural differences in
educational values and practices can make some parents unsure about what is
expected of them or how to interact with school staff effectively.
● Fear of Judgment:
Parents might worry about being
judged for their language skills or cultural differences. This fear can prevent
them from participating fully or even attending meetings at all.
● Lack of Understanding:
Cultural differences can result
in a lack of understanding of the school’s expectations, the purpose of the
meetings, or the educational system in general. This can make them feel out of
place or unsure about how to contribute.
● Insufficient Support Systems:
Without adequate support systems,
such as interpreters or culturally sensitive communication materials, parents
may feel that attending meetings would be futile or too challenging.
● Being illiterate:
Some parents are not literate and
their dream is for their children to be able to read and write. Being aware of
their inability to read and write, they feel insecure on how to deal with the
school.
Parents’ Association
The school's Parents' Association plays a crucial role in the school
community. It is an instrument that favours the inclusion of all types of
families in school life, fostering factors such as:
- Collaboration: The association allows close collaboration
between parents, teachers and school management to work together for the
benefit of students.
- Active participation: Parents can actively participate in their
children's school life, getting involved in activities, events and
important decisions.
- Emotional support: The association can serve as an emotionally
supportive space for parents, providing a place to share experiences and
concerns.
- Communication: The association can facilitate communication
between the school and parents, keeping them informed about school events,
educational policies, and opportunities for involvement.
In the case of plurilingual families, the school's parent association
can play an important role in promoting linguistic and cultural diversity. Some
ways in which the association can support plurilingual families include:
- Facilitating communication: The association can ensure
that important information is communicated in multiple languages to ensure
that all families can access it.
- Celebrating diversity: Organising events and activities that
celebrate the different cultures and languages represented in the school
community can help create an inclusive and welcoming environment for all
families.
- Offer language support: The association can work
with the school to provide language support to families in need, whether
through
translations, language classes or educational resources in
different languages. - Encourage cultural exchange: Promoting cultural
exchange among plurilingual families can enrich the educational experience
for all students and foster respect for diversity.
Introducing the Parents'
Association to multilingual families can be a great way to promote inclusivity
and encourage their participation. Here are some tips on how to introduce the
Parents' Association to multilingual families:
- Multilingual Communication: Ensure
that all communication about the Parents' Association is available in
multiple languages. This can include flyers, emails, newsletters, and
social media posts translated into the languages spoken by the diverse
families in your school community.
- Welcome Event: Organise
a welcome event specifically for plurilingual families to introduce them
to the Parents' Association. Provide information about the goals,
activities, and benefits of being involved in the association in a
welcoming and inclusive environment.
- Language Support: Offer
language support during meetings and events by providing interpreters or
translated materials. This will help plurilingual families feel more
comfortable participating and understanding the discussions.
- Cultural Exchange: Encourage
cultural exchange within the Parents' Association by celebrating different
traditions, languages, and backgrounds. This can help create a sense of
belonging for all families, regardless of their linguistic background.
- Personal Invitations: Reach out
personally to plurilingual families to invite them to join the Parents'
Association. Explain the importance of their involvement and how their
unique perspectives can contribute to the success of the association.
- Collaboration with Community
Organizations: Partner with community
organisations that work with plurilingual families to help spread
awareness about the Parents' Association and encourage participation.
- Feedback
Mechanism: Establish a feedback mechanism where
plurilingual families can share their thoughts, suggestions, and concerns
about how the Parents' Association can better meet their needs and engage
them effectively.
By taking these steps to introduce the Parents' Association to plurilingual
families in a thoughtful and inclusive manner, you can help create a more
diverse and vibrant school community where all families feel valued and
empowered to participate.
In addition, you can use the template shown in section j (special forms
in several languages), and adapt it in order to invite families to the parents’
association.
Ultimately, the school's parent association can play a key role in
supporting plurilingual families and promoting an inclusive school environment
where all voices are valued and respected.
- Parents’ Café
Parents Café is a welcoming space
for parents to meet and connect with other families, and learn more about the
school system. Open to everyone but particularly focusing on plurilingual
families it offers a platform for discussion, communication and learning.
Parents Café aims to empower parents with knowledge, foster a supportive
community, and help them confidently navigate their children’s educational
journey. It's a valuable resource for building networks, understanding school
and parent expectations, and enhancing the overall parental role in education.
We suggest looking on our website for detailed information about Parents’ Café
Parents Cafe are:
● Intercultural “Cafe” style events
that can be hosted in the school building or another location. Bring tea,
coffee or cakes!
● An event where at least 1 school
staff can be present to answer questions or feedback to the school.
● Parents Cafe’s should be planned
for and with parents' needs. The number of events in the Cafe is up to the
group! Each session can have a specific theme: “Navigating the School System in
a New Language”, “Understanding the school system is Sweden, France, Cyprus,
Germany + Spain”, Potluck/Bring and Share - sharing the cultures outside the
classroom.
D - Parents and teachers’
communication
When it comes to communicating
with the families and the parents, teachers are in the first place. A lot of the information that the school is
passing on the families is done through the teachers who give the information
to the children who then have to pass it on to their parents.
A major survey done by the
European commission shows that the relationships between schools and families
are weak and need to be reinforced. If you wish to read about the project, it is here:
https://parents.ecml.at/Home/read_more/tabid/4297/language/en-GB/Default.aspx
- Relationships between parents and teachers
Teachers are usually the first
person that parents are contacting.
- Understanding what parents
expect according culture
As a teacher, it is important to
understand what parents are expecting from the school. In fact, when families
come from other cultures, the school has a different representation than the
one we are used to. To improve the communication, you can have with the parents
of your students, it is important to keep in mind that:
- school and formal education have
a different meaning for them;
- parents can consider school and
teacher are “unreachable”;
- parents may not dare to come and
ask you question as they may be ashamed.
It is also important to remember
that parents expect their children to be in a safe environment, that they are
going to learn and study.
Parents from migrant origin often
hope that school will help their children have a better life than they did.
“Parents who themselves often
have had very little formal education, entrust their children to the schools
and the experts whom they feel know better than they how to educate their
children. We know that children from cultures where parents view their role as
noninterventionist in nature can attain high levels of academic achievement
(Gibson, 1988).”[1]
As a teacher, you should value
the parents even if they have expectations which are completely different from
the one you are used to.
- Explaining what the school expects
To effectively communicate what
is expected from parents and how they can best support their children, school
staff can use a clear, respectful and collaborative approach. Here’s a
structured way to convey these expectations and promote a partnership between
parents and the school.
- General
instructions for teachers
- A
handout with key points which teachers could provide to parents.
General Instructions for Teachers
1. Introduction and Welcoming Environment
● Welcome Message: Start with a warm welcome to make parents feel valued and integral to
the school community.
● Purpose: Clearly state the purpose of the meeting or communication, emphasising
the importance of parental involvement in their child's education.
2. Presentation and Communication Tips
● Clarity and Simplicity: Use clear and simple language, avoiding
educational jargon that might confuse parents.
● Interactive Sessions: Hold workshops or Q&A sessions to allow parents to ask questions
and share their concerns. Use an interpreter to bridge the communication with
families, who do not speak the school language.
● Written Materials: Provide handouts or digital resources summarising key points for
parents to refer back to (see an example below).
3. Effective Communication with Teachers
● Regular Communication: Urge parents to maintain regular contact with
teachers through emails, school apps, and parent-teacher meetings.
● Sharing Information: Highlight the importance of informing teachers about any specific
needs or challenges their child may have.
4. Staying Informed and Involved
● Volunteering: Invite parents to volunteer for school events and activities,
stressing the positive impact of their involvement.
● Staying Updated: Urge parents to read school newsletters and follow the school's
updates to stay informed about events and important information. Point out that
parents can use the translation options of available school apps.
5. Creating a Positive Learning Environment at Home
● Study Space: Encourage parents to set up a quiet, organised space at home for their
child to study and complete homework.
● Routine Establishment: Explain the benefits of a consistent daily
schedule for homework, meals, and bedtime.
6. Encouraging Independence and
Responsibility
● Ownership of Tasks: Advise parents to let their children take responsibility for their
homework and school duties.
● Guidance over Solutions: Recommend guiding children in problem-solving
rather than providing immediate answers.
7. Fostering a Love of Learning
● Reading Together: Suggest that parents spend time reading with their child every day to
foster a love for books and learning. (in both school and home language, if
possible)
● Interest Exploration: Encourage parents to support their child’s hobbies and interests to enhance
their natural curiosity.
8. Balancing and Setting Boundaries
● Screen Time: Advise parents to monitor and limit their child’s screen time,
promoting healthier alternatives.
● Playtime: Encourage parents to ensure their children have time for free play and
physical activities.
9. Being a Role Model
● Lifelong Learning: Encourage parents to model a love for learning by engaging in
educational activities themselves.
● Positive Attitude: Stress the importance of a positive attitude toward school and learning.
10. Teaching
Respect for Teachers and Authorities
● Respecting Authorities: Advise parents to talk to their child about the
importance of respecting school authorities and rules. This helps create a safe
and supportive learning environment.
● Respect for All Teachers: Encourage parents to explain to their child the
importance of respecting all teachers, regardless of whether they are male or
female. Respect should be based on their role and efforts to help students
learn.
11. Breaking Down the Hierarchy:
Promoting a Partnership
● Mutual Respect: Emphasise that teachers and parents are partners in education, each
bringing valuable insights and expertise.
● Open Communication: Encourage an open, two-way communication channel where both parties
feel heard and respected.
● Collaborative Approach Advocate for a team-oriented approach reinforcing
that the child’s success is a shared goal.
By approaching this conversation
with respect, clarity, and a collaborative spirit, school staff can effectively
engage parents, making them feel like valued partners in their child's
education.
Find flyers on our website
- Explaining what the school expects from the
children
Introduction: By explaining classroom expectations to parents, teachers create a
cohesive and supportive environment that benefits students’ behaviour and
learning. This communication fosters a partnership between home and school,
promotes student responsibility, builds trust, and prevents misunderstandings.
It’s an essential component of effective teaching and classroom management.
Here is a set of points about School Expectations and how teachers
could talk about it with parents.
We are delighted to have you here
today to discuss our classroom expectations and how you can support your
child’s success at school. Here are some key points we want to share:
- Sitting Down During Class
○ Expectation: Students should remain seated during class unless given permission to
stand or move.
○ Reason: This helps minimise distractions and ensures that all students can
focus on the lesson.
- Asking to Go to the Bathroom
○ Expectation: Students should raise their hand and ask for permission to leave the
classroom for the bathroom.
○ Reason: This helps the teacher keep track of where students are and ensures
that class time is used effectively.
- Participating in Class Discussions
○ Expectation: Students are encouraged to raise their hand and wait to be called on
before speaking.
○ Reason: This ensures that everyone has a chance to participate and that
conversations are orderly and respectful.
- Following Instructions
○ Expectation: Students should listen carefully to instructions and follow them
promptly.
○ Reason: This helps the class run smoothly and ensures that everyone
understands what they need to do.
- Completing Assignments
○ Expectation: Students are expected to complete and turn in their assignments on
time.
○ Reason: This helps students practise and reinforce what they have learned and
allows teachers to assess their understanding.
- Writing Down What Has to Be Written
○ Expectation: Students should write down notes, homework assignments, and any
important information given by the teacher.
○ Reason: Writing things down helps students remember and stay organised, which
is crucial for their academic success.
- Respecting Others
○ Expectation: Students should be respectful to their peers, teachers, and school
property.
○ Reason: A respectful environment is essential for learning and helps everyone
feel safe and valued.
- Being on Time and Never Missing School Without a Reason
○ Expectation: Students should arrive to class on time and not miss classes without a
reason.
○ Reason: Being on time and not missing classes shows responsibility and also
respects others' time. It helps students learn better and prepares them for the
future. Your help in making sure your child is on time is really important.
We appreciate your support in
reinforcing these expectations at home. By working together, we can help your
child succeed academically and develop important life skills.
(Feel free to customise this
according to specific needs and preferences).
- Sending notes to the parents - inviting them
Using an invitation form for a parent(-teacher) meeting in the various
languages is a good start in creating more inclusive and welcoming
communication. Here are some tips for teachers to consider when writing an
invitation form for multilingual families:
● Clarity and Simplicity: Use clear and simple language to ensure the
message is easily understood when translated.
● Essential Details: Include all necessary information such as date, time, location,
purpose of the meeting, and any specific actions required from the parents.
● Multiple Formats: Offer the invitation in multiple formats (printed, digital, etc.) to
accommodate different preferences and accessibilities.
● Linguistic Inclusivity: If you are already aware of the linguistic
backgrounds of the families in the class, use those languages for your
translation. It demonstrates the teacher's commitment and effort to inclusivity
by using those specific languages in the translation.
● Translation Needs: Include a question or opportunity for parents to indicate if they need
a translator during the parent meeting, ensuring that everyone can fully
participate and understand (cf. example below)
● School App Translator Function: Highlight the translator function
of the school app (if available), to make it easier for parents to access
information in their preferred language.
- Knowing and using the languages present in the
classroom
To identify the home languages
spoken by children as well as their language skills and language practices at
home is a valuable resource that can enhance communication, support learning,
and foster a more inclusive school environment.
Understanding which
languages children speak at home is crucial for several reasons:
· Cultural
Sensitivity
Acknowledging and
respecting a child's home language fosters a culturally inclusive classroom
environment. This recognition validates the child's cultural identity and can
enhance their sense of belonging and self-esteem.
· Identifying Learning Needs
Sometimes,
difficulties in learning may be wrongly attributed to cognitive or behavioural issues when they are actually related to language
proficiency in the school language. Awareness
of the home language can help in distinguishing between language acquisition
issues and other learning challenges.
· Social
and Emotional Support
Children navigating
multiple languages and cultures might face unique social and emotional
challenges. Teachers informed about their linguistic backgrounds can better
support these students, fostering an environment where they feel understood and
accepted.
· Resource
Allocation
Schools and districts
can use data about home languages to allocate resources more effectively, such
as hiring bilingual teachers, creating dual-language programs, and providing
appropriate learning materials.
· Equal
Chances for plurilingual students and their families
By providing content
in multiple languages, referred to the home languages of their students,
schools can better support the diverse linguistic backgrounds of their
communities, ensuring that all students and their families have equal access to
information and educational opportunities. This approach not only helps
students feel more connected and engaged but also empowers parents to
participate more fully in their children's education, thus creating a more
cohesive and supportive learning environment.
However!
Students and their
families sometimes feel ashamed of their heritage, home languages, and
cultures, which can lead to discomfort when schools inquire about these
aspects. This reluctance can stem from a fear of judgement or discrimination,
making it challenging for educators to gather accurate information.
Additionally, students and parents often feel ashamed if they do not
speak the school language well or because of their accents, which can further
hinder an open communication about plurilingual practices at home.
Therefore, teachers
require a high degree of sensitivity when collecting information about it. They
also need to explain why they are
interested in knowing more about the home languages of their students, for
example:
· in order to refer to home languages and
family traditions at classes and school projects
· to better understand students and
support them emotionally
· to use the plurilingual competence of
children within the school community (but not as interpreter between school and
parents)
How
to identify the languages spoken by children at home?
School staff can employ several
strategies to collect information on the languages children speak at home:
1. Language
Survey Forms: Distributing language survey forms to parents at the beginning
of the school year is a common practice. These forms typically include
questions about the languages spoken at home, sometimes also about the
proficiency level in each language, and any additional information that might
be relevant.
2. Parent-Teacher Conferences: During
parent-teacher conferences, teachers can directly ask parents about the
languages spoken at home. This can provide an opportunity for more detailed
discussions and clarification if needed. However, it is crucial to explain to
parents why you are interested to know more about the
home languages spoken in the family and provide a positive signal that the
plurilingual competences of the students are valued.
3. Informal Conversations and Multilingual
spaces at school to explore and talk about home languages and plurilingual
practices: Teachers and school staff can engage in informal conversations
with students and their families to learn more about the languages spoken at
home.
Creating informal
multilingual spaces at school involves organising activities and events that
celebrate and incorporate the diverse languages spoken by families. Schools can
host multicultural fairs, language exchange cafes, and storytelling sessions
where parents and students share tales in their native languages. Teachers and
staff can learn basic greetings and phrases in various languages to use during
daily interactions, fostering a welcoming environment. Additionally,
providing
multilingual signage and resources, and encouraging parents to participate in
school activities using their preferred languages, helps build rapport and
acknowledges the value of their plurilingual practices. This approach not only
supports language diversity but also strengthens the connection between
families and the school community.
- Language portrait
To get interested in
the children’s languages and understand what those languages mean for them,
there are several activities which can be done in the class.
The most known is the
language portrait.
The language portrait
helps to raise awareness of the languages used. It allows one to visualise the languages of one individual. It all started at the
beginning of 1990’s with Birgitta Busch[2] who was interested
in mapping the languages on the body.
The idea is to use
the silhouette of a human body and to colour in the various languages that you
speak linked to the feelings and ideas you have about each of your languages.
The language portrait
is another manner to represent the language repertoire of the children. It will
help you as a teacher to understand the linguistic practice of the children as
well as the emotional language experience (Busch, 2018). It is not a tool box
of the languages of the children, but rather the presentation of what the
languages they children know mean for them and the relationship they have with
them. When asking children to portrait their languages, it is interesting to
talk with them about those portraits, why they put such languages at such
places in their body silhouette and why they used such or such a colour. It is
a way for you as a teacher to start a conversation about the languages of the
children and understand them better. Those languages are part of their
identity. You can ask them why they put such a language in such a part of their
body, why they choose such a colour, etc.… all those questions will help you
understand what those languages mean for the children and how they use them.
According to the age
of the pupils, those language portraits can help explore language ideologies, language
attitudes.
When doing this
activity of language portrait, it is important to give as little instruction as
possible. It is important to let the children choose one colour or several
colours. To let them add stripes, circles, dots… if they feel like it. The only
thing to say would be: I would be interested in knowing where you put all your
languages on this silhouette. It is important to let them know there is no
right way, or no wrong way to do it.
When discussing about
those portraits, you could, for example, ask:
whether there are
languages they did not add and why;
where do they use the
languages, they put and why those colours;
can they speak,
understand, read and write in all the languages represented.
Here are some
silhouette which are commonly used others can be found on our website
And this is what they
can look like when the children have coloured their languages.
A language portrait means to put into a drawing the importance of all
these languages for you. It’s showing what the languages mean to you in one
single drawing. Indeed, we all have a language of heart, it is often our mother
tongue, the one we learned with our parents. There is the language we use in
society. There is the language we use in school. To these, we can add the
language of the person we love, the one of our in-laws, the one of the country
where we live, the languages we have learned at school, the languages we have
encountered in our travels, in our expatriations... those that have remained
within us, those that we think we have forgotten. We are all dipped into these
languages. In the language portrait, languages are not represented according to
our skills in the latter, but rather according to our attachment and the
meaning they have for us.
Developed by Brigitta Busch, these language portraits enabled teachers
and educators to understand the linguistic identity of their learners. They are
also used in certain therapies related to migration, inclusion, education...
because they allow us to understand part of the history of people and children
who are in consultation. They are also very useful to develop language
awareness in schools and to enable children to discover that their classmates
sometimes speak unfamiliar languages and give them the opportunity to discover
them. They are used in many different ways.
You can simply choose to do it for yourself and your family. Because it
can help you to better develop the plurilingualism that you want to pass on to
your children. How?
You can either draw a character, a figure, that would represent your
languages. You can also choose to represent your languages with a flower, a
village... You must list all the languages you know and ask yourself questions
about them. It is important to take everything into account. This allows you to
understand how important these languages are for you. Why are they in my life?
Why do I need them? Why do I like them or not? Visualising your languages
allows you to take a step back on the bilingualism and/or plurilingualism that
you live. These portraits allow us to create the linguistic reality that we had
never expressed or that we were not aware of. They are a representation of our
language journey at a given time, since our experiences with languages change
over time. They give us a picture of our languages, of how we perceive them, of
our attitudes towards them.
- Language flowers
The Language flowers is another
way to learn to know which languages are spoken in the class. The idea is to
give each pupil a paper petal on which he/she can write or draw about the
languages they speak and which are important to them. All the petals will
create a big language flower which can be put on the wall of the class or in a
vase when adding sticks to each petal
- DLC - Dominant Language Constellation
Children like to do things with their hands.
They can create their own language constellation with modelling clay.
The DLC is a way to visualise your languages in a 3D manner. It is a way of
showing the languages you master and how they rotate together.
https://www.dominant-language-constellations.com/
- Translanguaging
Translanguaging
is a teaching method that uses the languages of the students to teach in the
class. It started in Wales in the 1980’s and was re-developed by Ofélia Garcia.
The idea of translanguaging is to let the students use all their languages in
the learning process in the class. It is a dynamic pedagogical process which
helps the students get confidence in their academic learning.
We are providing
more information about translanguaging on our website and
modules.
- Using the multilingual library
To ensure that the multilingual library is accessible to all children
and that they are motivated to use it, it is essential to provide clear and
engaging instructions. These instructions should not only guide students on how
to navigate and utilise the library but also inspire them to explore the
diverse resources available. Below are some key considerations and motivational
strategies to achieve this. Those are guidelines which are for public libraries
- however they can apply for the school library.
Make Multilingual Books Visible
● Display books prominently in
different languages to attract attention.
● Use colourful and inviting
posters in various languages to highlight sections of the library.
Understand the School Context
● Consider the languages and
cultures of the families at school.
● Ensure the library's resources
reflect the diverse backgrounds of the students.
Facilitate Access to Resources
● Ensure that all students know how
to find and check out materials.
● Provide simple, multilingual
instructions on how to use the library’s catalogue and resources
Organise Library Orientation Events
● Organise guided tours to
introduce students to the multilingual library and demonstrate how to use it
effectively.
Create Engaging Library Activities
● Organise challenging games to
motivate children to use and explore the multilingual library.
● For example, conduct library rallies
where children search for books in different languages or in their own
languages, making the exploration fun and educational.
Example: Die
Freiburger Bücherrallye https://www.stadtbibliothek.freiburg.de/-/die-freiburger-bucherrallye
Multilingual Reading Sessions
● Organise reading sessions where
books are read in various languages, including those spoken by students in the
class. For example, one week a story could be read in Spanish, the next in
Arabic, or others represented in the school.
● This not only exposes students to
different languages but also helps them appreciate and become familiar with the
languages spoken within the school community.
Reading Passport Program:
● Implement a reading passport
program where students get a stamp in their "passport" each time they
read a book in a different language/ in their languages.
Promotion and Awareness:
● Promote the library through
various channels such as school newsletters, social media, and parent-teacher
meetings.
● Ensure that if the multilingual
library has an internet page, it is also multilingual, including languages
spoken within the school community. This will enhance accessibility and
engagement among students and families who speak different languages, fostering
inclusivity and promoting the use of the library's online resources.
Feedback and Suggestions: give the opportunity for suggestions and feedback.
So, if there a specific book or language a student or a parent like to be
included in the library create an opportunity to give this suggestion
● Suggestion Box: Place a suggestion box prominently in the library where students and
parents can write down their book or language requests anonymously.
● Online Form: Create online suggestion form on the school's website or library page
where families can easily submit their suggestions for new books or languages
to be included.
● Library Newsletter: Include a section in the library newsletter where families are
encouraged to send in their suggestions for books or languages.
Sac d’histoires -
The story bags
are an initiative developed in Switzerland
by Christiane Perregaux- The aim is to
facilitate the communication with
the families via books. Each evening, the children go back home with a bag
containing a book, a translation of the book in the school language and if
possible a CD with the oral reading of the book. Puppets can be added or a game
to add to the story and complement it.
E - Other school staff - canteen,
surgery…
The languages and cultures of the children are ever present in the
school; they are part of their identities.
- Understanding the various
eating habits
If you work in the
canteen of the school, it is important to know that migrant families would have
different eating habits.
We feel it is
important to communicate about the rules of the canteen and why you have to ask
children to eat - even if in their religion, it is a time of fasting.
Some children
may not be used to some of the food that the canteen is serving, some may not
know how to peel an orange for example, it is important that you take time to
explain and also send notes to the parents.
As for the
menus, it could be a good idea if they are translated in as many languages as
possible, but also using icons or pictures could help the parents understand
what their children are going to eat as well as for them to tell their children
what they are going to find at the school canteen.
- Understanding the various
religion and their impact
When you welcome
migrant plurilingual families in your school, they are coming from different
cultures, and they often also have a different religion. As a sign of respect
to them, we would suggest that you accept those religions and do not force
yours or the religion of the school on them.
