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Voices of Bilingual Families: Investigating Parental Aspirations, Involvement Practices, and Relationship With Teachers in Primary Education
Abstract
Parents' involvement in children's schooling is of particular importance for children's academic success and school effectiveness. Collaboration with families constitutes a sociopedagogical mission for the schools. Teachers are expected to communicate, interact with parents and build positive relationships. Minority and immigrant parents' voices are rarely heard while most frameworks regarding family-school collaboration may not fully address their cultural repertoires. The study focuses on bilingual parents' aspirations, parental involvement practices and perceptions of their relationships with teachers to describe how they perceive their role in children's education. Ten parents, mothers and fathers of primary school children, participated in the semi-structured interviews. Content analysis revealed their high aspirations for their children and their engagement in school-based and home-based activities with different roles. Findings reflect a co-existence of individualistic and collectivistic cultural strategies and show the need for more culture sensitive approaches by teachers.
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