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 the learning process. In the case of ELLs, parents are oen at a loss because of barriers that prevent them from fully participating in the school community. Parents’ hesitancy to involve themselves in their child’s school arises from barriers such as the frustration they feel because of their own limited knowledge of English, their own possible lack of schooling, perceptions about power and status roles, or the anxiety they have because of dierent cultural norms such that they do not readily understand American school cultures or the cultural expectations, rights, roles, and responsibilities of teachers, parents, and students.
