Join colleagues and I on April 12 at the American Educational Research Association (AERA) Annual Meetings, as we interrogate the climates of multi-language schools from the perspectives of students, parents, teachers, and administrators. Meeting AERA’s mission to promote research that improves education and serves the public good, we’ve put together a symposium that is designed for those interested in the culture and climate of multilingual schools: spaces where either students have multiple language backgrounds, or educational programs aim to develop bilingualism. Our symposium’s research presentations include views from diverse stakeholders who shape school climate and analysis of its key dimensions. The first two papers will explore the institutional environment and relationships at new language immersion schools, from children and parent perspectives; the next paper will examine how teachers can establish multilingual contexts for literacy learning in English-as-a-Second-Language and general-education classes, and the final one analyzes how school leaders ensure the welcome/safety of undocumented student populations. See you there!
A core implication of my research centers on reconsidering how families and parents are involved in their children’s education. On November 12, 2013, I gave a keynote address about these topics at the first Hook Center Performance Excellence Symposium, Framing Parents as Stakeholders: Informing, Involving, Investing. In this address, I spoke about the “roots” and complex goals of parent engagement programs, and encouraged school leaders to consider what they want to affect as they inform, involve, and invest in families.