Improving the Learning Environment for English Language Learners through the Experiences and Perspectives of Parents

ELL students often have poor academic performance compared to their peers. Some believe this is partially due to a lack of parental involvement. This study contributes to the body of knowledge needed to address the low achievement problem through the perspectives of Hispanic, Spanish speaking ELL parents. The purpose of this study was to identify potential areas of improvement in school environments and to find ways to reduce cultural bias through understanding the perspectives of ELL parents. Bandura's theory of self-efficacy, Maslow's theory of a hierarchy of needs, and Nieto's sociopolitical context of education provided the theoretical framework for the study. The research questions explored the experiences of Hispanic parents with cultural bias in school, and asked how schools could improve the learning environment for ELL children. A multisite, collective case study with cross-case analysis was conducted. Data gathering techniques included individual and focus group interviews. Qualitative data analysis included text coding to generate several themes related to improvement of the school environment for ELL students and their parents. Findings and recommendations include allowing Spanish and English in classrooms, communicating in both Spanish and English with Hispanic families, providing cultural competence training for staff members, teaching Spanish in elementary classrooms, organizing Hispanic parent and student support groups, and seeking bilingual staff members. These actions may impact social change by enabling school districts to become more culturally competent and provide improved, equitable learning environments for Hispanic ELL students.