ABSTRACT
With reference to family–school relationships, concerns of the bilingual teacher often coincide with those of non-bilingual teachers. In Carpinteria, parent involvement appears to be more widespread among the primary grade teachers although upper grade teachers mentioned various ways they involved parents in their classroom. Good home–school communication makes the job easier for the teacher. Essentially, culture undergirds the classroom curriculum and it is the most critical aspect of family–school relationships. Parents and teachers met to discuss children's literacy progress. Parent leaders served a critical part to those learning new practices regarding their children's schooling. Their participation strengthened the families who participated in the family literacy project. Working on a literacy project brought together teachers and Latino parents to deal with questions of underachieving readers. Comite de Padres Latinos served that role between Latino parents and the school.
