Engaging with EAL parents can often be a real obstacle for a successful parents’ evening. When pupils have English as an Additional Language (EAL) you often find that their parents may have very limited English. So, unless you have an interpreter to call upon, parents’ evening can be difficult to manage effectively and leaving the translating to the child may be problematical:
- Pupils with EAL may not yet have the vocabulary to translate accurately, which may lead to miscommunication.
- As they are the topic of conversation, some may deliberately mis-translate something that they don’t want their parents to know.
Here are some statistics:
- 5 million people in England do not have English as their main language. This equates to 9.2% of the population.
- By region, London has the highest percentage of people who do not have English as their main language (1.8 million). That equates to 21.6% of Londoners.
Alternative options for translation
If you are lucky enough to have a member of staff at your school who speaks the family’s main language, ask if they are available to translate during the meeting. If not, there are other avenues to explore:
- Find out if there is a family member or friend with a better command of English, who could accompany the parents to their appointment.
- Your Local Authority may offer translating or interpreting services, so it’s well worth asking. Sometimes, you can secure these services free.
- Search online for a professional interpreter, but do check their qualifications.
- Use a translation app. You can communicate messages through the app. But, be aware these are not fool-proof!
Juggling diaries
If you manage to secure an interpreter, whether that is a colleague, family friend or a professional, you may need to be flexible on your parents’ evening appointments, to accommodate everyone’s diaries.
Our Parents’ Evening video call option will help connect all three parties. A teacher, the parents and their interpreter can join the video call from three separate locations.
Be clear
Speaking more slowly and using simpler phrases will help. As will avoiding any jargon, such as acronyms and specialist terminology that might cause confusion.
After you have spoken, allow them time to process what you have said, avoid the temptation to jump in and fill the silence. Similarly, give your parents ample time to speak. The meeting is likely to be daunting to them – try not to rush them, it could make them feel more anxious.
Top tip when configuring your parents’ evening
EAL families might need longer appointments than other pupils. With our Parents’ Evening module, it is easy to assign extended timeslots for any EAL families.
Non-verbal communication
Teachers need to be aware of their facial expressions and body language. These are more important to parents who don’t have strong English. They add meaning to what’s been said – are you delighted with their performance, or concerned?
It may help to show the parents their child’s work with the marking: ticks, comments and stickers are an easy way to show praise.
Cultural differences can also impact communication. In some countries, making eye contact or asking questions could be considered disrespectful. Don’t assume a parent is disinterested if their mannerisms reflect this.
Some parents may be able to read and write English better than they can speak it, so consider having pens and paper to hand, just in case. You can also use this method to share key information. They can take it away at the end of the meeting, either as a reminder or for someone to translate it.
Building rapport
In conclusion, engaging with EAL parents does require a bit more planning. School life varies hugely around the world. Be mindful that their own experience of school might be very different and may not fully understand the English education system. They could come to the meeting with a different approach to how the education system works, so overcoming this will help to build a better understanding of their child’s progress at the school.
