Transactional school-home-school communication: Addressing the mismatches between migrant parents' and teachers' views of parental knowledge, engagement and the barriers to engagement. (October 2018)

• Record Type: Journal Article
• Authors: Schneider, Claudia; Arnot, Madeleine
• Is Part Of: Teaching and teacher education. Volume 75(2018)
• Page Start: 10
• Page End: 20
• Publication Date: 2018-10
• Subjects: Transactional communication -- School-home communication -- Migrant parents and children -- EAL pupils; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.05.005
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents' and teachers' perceptions regarding parental knowledge of their children's schooling, levels of parental engagement and barriers to parental engagement. Highlights: Effective transactional school-home-school communication (TSHS) empowers migrant parents. Migrant parents' knowledge about the English schooling system cannot be assumed. Migrant parents' strong engagement in their child's education is not recognised. Teachers need to be aware of migrant parents' specific barriers to communication. The 'one-size-fits-all' school-home communication model disadvantages EAL pupils.