Task-based and project-based approaches require learners to use English to solve a problem or complete a project as a team. For example, teams can research strategies for immigrant parents to work more effectively with schools, compile stories for a newsletter or book, or prepare visual presentations or events (Florez, 1998; Seufert, 1999).

Strategies

When developing instructional strategies, there are some specific considerations to address before attempting to implement these practices. One of the most important considerations is to focus on the information and skills parents will need to help their children, rather than focusing on cultural differences. Some specific considerations are listed below.

Get to know parents and their needs. Knowing what they need to function both inside and outside the classroom is key to successful strategy choice and implementation. For example, parents need to learn how to purchase groceries and ask for assistance when needed.

Use visuals to support your instruction. Bring authentic materials to the classroom. Use materials parents encounter every day, newspapers, magazines, flyers, pamphlets, utility bills, school notes. Also, be aware of the learning preferences of parents and try to engage them in learning activities that use various modalities (visual, oral, tactile).

Foster a safe classroom environment. Encourage parents to try new things, and praise them for their efforts. Don't overwhelm parents with too much new material. Be aware of their educational experiences, and respect their learning differences.

Balance variety and routine in classroom activities. Allow parents to work individually and in groups, and keep lessons dynamic by varying group size and group members.

Celebrate success. Each accomplishment, however small, is worthy of recognition. Staff must recognize parents' achievements.

(Adapted from Florez & Burt, 2001.)