Arriving in a new country from one where there is civil war or severe economic deprivation can only be described as a traumatic time for all concerned. At first there is the settling in period where you have to find your way around the new environment. There is a need for housing, being able to use the supermarket, understanding the currency, finding a doctor and knowing where the nearest hospital is located. Additionally if you have children you will need to enrol them in a school and find out how the education system in your new host country works.
When I worked with ESOL or English as a second and other language speakers, I found them to be very eager learners. The vast majority of these migrants are very intelligent and probably were highly skilled professionals in their country of origin. That is doctors, lawyers, bankers, government officials etc. Their previous academic and social status has encouraged these emigrants to value education as they know that it's relevant in all contexts of their lives. As such they actively pursue learning for themselves and offspring.
While my experience is directly linked to working with the adults in the family in trying to familiarise and acquainting themselves in the new country; I have an understanding of what it would be like to ensure the children quickly assimilate the new culture and for the parents to establish a relationship with their child's teacher. The rights of the parents in this regard should never be underestimated. Parents in America have the right to review their child's curriculum; the right to schedule time to go in and review/observe your child's class and also have the right to access their child's educational and health records. The right to determine their child's education is documented in Article 26 'United Nations Declaration of Human Rights'. It's important that schools and teachers encourage an appreciation of the parent's rights and find strategies for working with second language speakers. For instance a parent who is a second language speaker should be able to attend their child's school and be accommodated. They should be able to know the progress of their child and any difficulties the pupil may be experiencing.
There are numerous ways in which you can communicate effectively with second language speakers. It has been suggested that you should always use Standard English; and not use colloquial expressions or slang words. Always ensure that your lips are visible and use non-verbal cues to reinforce your meaning. For instance if the answer is yes add a nod of your head to encourage understanding. Obviously you would use simple words and expressions, and you might use other visual communication cues. These are just a few ideas which can be implemented to encourage effective communication. A good website to look at in order to get more detailed information is http://www.ehow.com/how_7839963_communicate-nonenglish-speaking-parents.html
Supporting parents who are second language speakers to navigate the system and to know their rights is an essential requirement to ensure fairness and parity is available to all. If necessary you should ensure that translation services are available, that literature is available in several languages and that refugee services are in place to give additional support where required. It's important that as educators we pay due attention to the fact that parents may feel powerless when they encounter controversial subjects, especially if they are from another culture.
Veronica Williams
Veronica Williams is a freelance writer who has written her autobiography entitled the Mind of the Individual, which can be bought on http://www.iUniverse.com. She can be contacted on her e-mail address: v.ambris12@mail.com
