Transactional school-home-school communication: Addressing the mismatches between migrant parents' and teachers' views of parental knowledge, engagement and the barriers to engagement

Schneider, Claudia and Arnot, Madeleine (2018) Transactional school-home-school communication: Addressing the mismatches between migrant parents' and teachers' views of parental knowledge, engagement and the barriers to engagement. Teaching and Teacher Education, 75. pp. 10-20. ISSN 0742-051X

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Official URL: https://doi.org/10.1016/j.tate.2018.05.005

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.

Item Type: Journal Article
Keywords: transactional communication, school-home communication, migrant parents and children, EAL pupils
Faculty: ARCHIVED Faculty of Health, Social Care & Education (until September 2018)
Depositing User: Ian Walker
Date Deposited: 08 Jun 2018 10:57
Last Modified: 14 Nov 2019 16:09
URI: http://arro.anglia.ac.uk/id/eprint/703127

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