184. What is an effective way to encourage the parents to practice speaking English with the child?

I would like to turn this questions around and ask YOU a similar question:

Let us say that you get an extraordinary high-paying job in Nepal, and that you move there with your family. Let us say that your child is placed in public schools in Nepal where (s)he is taught in Nepalese.

Do you really think that YOU will be the best Nepalese model for your child to imitate and learn Nepalese? Would you learn Nepalese? Would you be the best teacher of Nepalese your child would have? Would you accept the encouragement of others to learn and practice Nepalese with your child?

It is a matter of modeling: Unless the parents are truly fluent in English, the parents should NOT, should NEVER be encouraged to speak in English to their children. They are the absolutely BEST models of the primary language and they should be encouraged to model what they know BEST. They may NOT be the BEST models in a second language and should NEVER be encouraged to be models of the language they know LEAST.

That is why the ESL teacher and ALL teachers are so absolutely CRUCIAL to the lives of ESL students: THEY ARE the ONLY models of English the child would every hear!!!!!!! Your job as a teacher of Limited English Proficient (LEP) students and as a teacher of English-ONLY speakers who do NOT speak the languages of the different content areas is a CRUCIAL job of modeling for ALL the students. They have NO ONE else but YOU!!!!!!!

Hope these answers help!!!!!!



For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net