Abstract
Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents’ and teachers’ perceptions regarding parental knowledge of their children’s schooling, levels of parental engagement and barriers to parental engagement.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
