Family plays important roles in the process of
students’ learning. Students have much time in their family and of course will
influence their learning process. Every teacher should consider their students
conditions. Every student may has different family situation. Family
expectations and socioeconomic status play a large role in your students’
English development. Typically, the more education the parents have, the more
they will encourage and directly support their children in learning English and
doing well in school. Keep in mind, however, that many immigrant parents with
limited education are eager for their children to learn English and obtain a
good education in hopes of bettering their lives. Learning and literacy are generally
linked to the level of education of the parents, but not necessarily to the
parents’ current line of work.
Consider this example from Carmen’s teaching
experience:
Antonio busses dishes in a restaurant. At a parent
conference, it is evident that he values education and is eager for his
seventh-grade son to learn English and be successful in school. A bit of polite
probing reveals that Antonio graduated from a post-secondary technological
institute in Mexico and taught electronics before he and his family came to the
United States. Eusebio’s lack of English is one factor that contributes to his
current job, as well as to his frustration at not finding employment more appropriate
for his level of education.
We know of many instances in which parents have achieved
significant levels of education in their home countries but are unable to find
appropriate work in the United States, so they are forced to accept any type of
employment. Assume that your students’ parents are eager for them to learn
English and do well in school, and that they may or may not demonstrate this
support in ways that are immediately obvious to you.
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