The Impact of Immigrant Native and English Language Literacy Proficiency on Parental Involvement and School Practices

The study measured perceptions of immigrant English learner parents’ native and English language literacy proficiency levels, reported challenges affecting native and English language literacy proficiency levels, and reported the effect of native and English language literacy proficiency levels on parental involvement in three Minnesota schools. Research questions were answered through analysis of data from two surveys administered to immigrant parents of English learners and K-12 public school administrators. The study found that 92.2% of immigrant parent participants, combined, had either some or much involvement in their child’s education. The majority of non-involved participants, 69.7%, chose the lack of English language proficiency as the reason they did not participate. The majority of parents, 95.5%, attended parent/teacher conferences when able. The majority of administrators, 94.0%, reported parents of English learners in their school to be engaged or actively engaged in their children’s school. All administrators, 100.0%, surveyed responded that there is a need for more English learner parental and family engagement and improved communication efforts. The study findings revealed recommendations to further research the correlations between native and English language literacy proficiency and parental involvement. Continued administrative leadership in English learner parental involvement, improved communication and collaboration with community or outside agencies were recommended in order to offer quality programming for parents of English learners.