ABSTRACT
Any school administrator and teacher will readily admit that the key to a school's success, and indeed the key to a child's learning success, is the active involvement of parents in supporting the learning process. ELLs and their families come from a range of backgrounds, experiences, and socio-economic statuses. Teachers may find that parents of some of their ELLs have received a formal education in their home countries, but because they themselves are English language learners, are still not able to practice their profession in the U.S. Other parents may have received little education themselves but recognize the value of an education for their children.
