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This issue brief considers how to involve English language learners in community-connected learning, a set of strategies to engage young people in learning experiences beyond the classroom. Such strategies include internships at work sites, and project-based learning in classrooms. In successful community-connected learning strategies, students come to understand how they might pursue and expand upon their own interests, and to observe and work alongside adult experiences in a variety of workplaces and occupations. Specifically, they advance their language skills by interacting with English-speaking adults in the workplace, experience being treated as adults, participate in learning as an active rather than passive process, earn wages while charting long-range career plans, and gain opportunities for valuable job experience and learn about academic options at post-secondary institutions. Other issues considered include the following: effective strategies for involving English language learners in internships and project-based learning and the best role of community supervisors and high schools. A check list of potential barriers to English language learners involvement in community-connected learning is matched with specific suggestions for addressing these barriers. Twenty additional resources are recommended. (KFT)

In this study, the author suggests that the current ELL parental involvement model often overlooks the structural aspects and power asymmetry of parent-teacher relationships that can hinder productive collaboration. In doing so, the author uses postcolonial theory as a conceptual lens to investigate the dynamics of ELL parent-teacher interactions from rural ELL parent perspectives by looking at those interactions as intercultural relations. The study uses a general qualitative methodology to explore the dynamics of ELL parent-teacher interactions. Three broad themes that emerged as obstacles that inhibit productive ELL parent-teacher interactions were (1) teachers' judgments toward ELL students and their parents, (2) ELL parents' frustration about their inability to influence a teacher's decision making, and (3) ELL parents' fear of repercussions for speaking up. The paper concludes with important implications for teachers working with ELL students in rural areas.

This guidebook provides suggestions and directions for increasing and improving English language learners' involvement in school-to-career initiatives across the country. It describes model career initiatives that either target or include significant numbers of English language learners, and it analyzes some school restructuring issues raised by the research conducted for this book. Chapter 1 presents a typical school-to-career program design and describes the benefits for English language learners. It explains some of the challenges that arise when involving English language learners in school-to-career initiatives and offers possible solutions. Chapter 2 provides case studies of internships, community service learning, project-based learning, and job shadowing programs that are organized around the needs of English language learners. Chapter 3 focuses on school restructuring issues, providing several examples. Chapter 4 discusses next steps for practitioners who seek to integrate English language learners into school-to-career programs. Three appendices contain the following: (1) discussion of education for English language learners; (2) glossary; and (3) list of people interviewed. (Contains 12 references.) (KC)