As an educator, we experience challenges in educating children on English communicating or speaking, especially the immigrants. Most of the problems originate from the failure of commitment from the parents of the children. This information shows that cultural values and customs play a role in determining willingness and commitment to learning English as their second language (Campos, Delgado, & Huerta, 2011). I remember an incidence when I met a Spanish child believing that it was difficult to understand English and maintained that it was difficult for him to share such ideas. He had a negative attitude towards English, and they discouraged the child from learning English. However, my English educating program will be designed in such a way that it remains involving and interactive for both parents and their children. The best idea is to ensure that if parents or children enter the classroom as either immigrant parents or children, they see something familiar that can draw their attention.
The appropriate idea for involving parents and children for immigrants to participate in the English education program is making classroom walls attractive and family-friendly. This strategy should begin by hanging Bilingual charts and signs around the walls of the classroom to encourage and children to connect the meaning of such symbols and English (Harper & Pelletier, 2010). For instance, maps from student’s home countries indicate that their culture is recognized at the international level, thus feeling a sense of recognition at the international level. The essential aspect of implementing this idea is making images authentic, relatable, and check with colleagues about the effectiveness of this approach. Also, there should be the presence of words and phrases from the immigrant's home country connected to English. I implemented this approach, and it worked as immigrants felt recognized and essential people in the community.
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References
Campos, D., Delgado, R., & Huerta, M. E. (2011). Reaching out to Latino families of English language learners. ASCD.
Harper, S. N., & Pelletier, J. (2010). Parent involvement in early childhood: A comparison of English language learners and English first language families. International Journal of Early Years Education, 18(2), 123-141.
