Transactional school-home-school communication: Addressing the mismatches between migrant parents' and teachers' views of parental knowledge,engagement and the barriers to engagement |
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| Affiliation: | 1. Anglia Ruskin University, UK;2. Emeritus Professor, Jesus College, Cambridge CB5 8PL, UK;1. University of Pennsylvania, Sociology Department, 3718 Locust Walk, McNeil Building Ste.113, Philadelphia, PA 19104, United States;2. New York University, Steinhardt School of Culture, Education, and Human Development, 246 Greene St. 309W, New York, NY 10003, United States;1. Knocknacarra Educate Together NS, Knocknacarra, Galway, Ireland;2. Centre for Applied Language Studies, University of Limerick, Limerick, Ireland;3. Teacher Support Centre, École Polytechnique Fédérale du Lausanne, EPFL E-DAF CAPE, BI B2 431 (Bâtiment BI), Station 7, CH-1015, Lausanne, Switzerland;4. Department of Education, University of Limerick, Limerick, Ireland;1. Pablo de Olavide University, Spain;2. Huelva University, Spain;3. Cádiz University, Spain;1. School of Education, Faculty of Arts and Education, Deakin University, Burwood Campus, 221 Burwood Highway, Victoria 3125, Australia;2. School of Education, Faculty of Arts and Education, Deakin University, Geelong Waurn Ponds Campus, Locked Bag 20000, Geelong, Victoria 3220, Australia |
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| 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. |
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| Keywords: | Transactional communication School-home communication Migrant parents and children EAL pupils |
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