Home-School Connections
School Benefits
As a teacher you learn more about your students' interests, strengths, inquiries, and what they need. Teachers can impart positive view of technology and appreciation for its educational potential. Considering the English linguistic capital of parents affects their participation in their child's school. This barrier needs to be addressed.
Home Benefits
Parents can participate in their child's learning. Since technology can be accessed at any time, this participation can occur beyond the classroom. Family members can view their child in another setting, with unique textual identities. They can gain understanding of the value of technology and ways it can be positively and safely used to educational and entertainment purposes. Students can share and give access to information and tools that may not have been previously known.
References
Cummins, J., Hu, S., Markus, P., & Kristiina Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL quarterly, 49(3), 555-581.
Molyneux, P., & Aliani, R. (2016). Texts, talk and technology: the literacy practices of bilingually-educated students. Trabalhos em Linguística Aplicada, 55(2),2.
Gronn, D., Scott, A., Edwards, S., & Henderson, M. (2014). ‘Technological me’: young children’s use of technology across their home and school contexts. Technology, Pedagogy and Education, 23(4), 439-454.
Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: A collaborative inquiry project in an inner city elementary school. Frontiers in psychology, 5, 533.
Park, H. R., & Kim, D. (2016). English language learners' strategies for reading computer-based texts at home and in school. calico journal, 33(3).
Rowe, L. W. (2018). Say it in your language: supporting translanguaging in multilingual classes. The Reading Teacher, 72(1), 31-38.
Shin, D. S., & Seger, W. (2016). Web 2.0 technologies and parent involvement of ELL students: An ecological perspective. The Urban Review, 48(2), 311-332.
Song, K. (2016). “Okay, I will say in Korean and then in American”: Translanguaging practices in bilingual homes. Journal of Early Childhood Literacy, 16(1), 84-106.
Souto‐Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.