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Inclusive Approaches to Parent Engagement for Young English Language Learners and Their Families


by Christina Chávez-Reyes — 2010

This chapter presents a strength-based approach to inclusive parent involvement for young English language learners and their families. The approach recommends that schools re-orient their ideology and organization of parent-school interaction to emphasize human relations (collaboration and mutual relationships) rather than human resource management (efficient use of human capital). It also provides administrators and teachers practical strategies guided by research and theoretical considerations.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 474-504
http://www.tcrecord.org ID Number: 18491, Date Accessed: 12/12/2017 9:21:21 AM

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About the Author
  • Christina Chávez-Reyes
    California State Polytechnic University, Pomona
    E-mail Author
    CHRISTINA CHÁVEZ-REYES, PhD and a graduate of Stanford’s School of Education, is an Associate Professor of Education at California State Polytechnic University, Pomona in the College of Education and Integrative Studies. Her research interests are in educational issues in the Latino community, in Latino families and for later-generation Mexican Americans, exemplified in her recent article entitled, “’Starting at the top’: Identifying and improving the education of later-generation Chicano students” in the Journal of Latinos and Education. Associated with her current position in the Liberal Studies Department, the undergraduate major for teachers in California, she also publishes in the area of undergraduate teacher education, focusing on effective curriculum and pedagogy for socially diverse populations of candidates, described in the article entitled, “Critical Liberal Education: An undergraduate pedagogy for teacher candidates in socially diverse university settings” in Teaching Education.
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