What stood out to me most this week is how big the gap still is between what schools think parents should do and what emergent bilingual families actually hope for. Both readings showed that schools usually follow a narrow, school-centric model where parents are expected to support learning in ways that fit white, middle-class norms. But families want something different. They want real collaboration, shared responsibility, and respect for their language, culture, and experiences.
This gap made even more sense to me after talking with the kindergarten teacher at my placement (Pan American Charter School). She was telling me how they use the Dojo app so parents can see their child’s points, follow classroom activities, and share ideas without having to come to school or calling the teacher. It is a helpful way that gives families means to participate in their children's education. However, she also mentioned that the parents who feel most comfortable using it are usually the ones already familiar with the school system. For many emergent bilingual families, on the other hand, especially those still learning English or adjusting to the US, the app is not enough to pull them into deeper partnership. This information reinforced what the readings say: schools often create “involvement” opportunities that still keep families at a distance.
Seeing these discrepancies, I think the biggest change needed is a shift in mindset. Schools have to move away from deficit thinking and start using a funds of knowledge approach. Families already hold valuable cultural, linguistic, and life knowledge. Teachers need to be learners too by willing to ask questions, listen, and build trust instead of assuming families need to be corrected.
Another important step, in my opinion, is creating spaces where students feel safe sharing their full lives. In the readings, students often hid important experiences because they feared judgment. I keep thinking about how different things could be if classrooms were built on confidence and genuine care, where students know their identities won’t be dismissed or misunderstood.
If schools take these steps, the impact on students can be huge. When families’ knowledge is respected, students feel seen. When home languages are valued, students gain confidence. And when teachers build true partnerships with families, academic outcomes improve too. More than anything, these efforts help students feel like they belong in school with their whole selves, and not just the parts that fit the dominant model.