Abstract
This qualitative study describes the perspectives of Emergent Bilingual (EB) parents’ linguistic and cultural barriers when interacting with their children’s teachers and schools. EB parent engagement practices were collected through focus group and semi-structured interviews. Critical Sociocultural Theory (C-SCT) and discourse analysis were used to understand participants’ perspectives. Findings included: (1) lack of access to equitable communication; (2) insufficient and untimely teacher communication; and (3) lack of cultural heritage inclusion. EB parents especially noted the absence of being viewed as full contributing members of their educational community. The research promotes that teacher engagement with EB parents creates more asset-based relationships.
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