Parents Attitudes towards Language Acquisition and Cultural Relevance:

Curriculum Project
Shenikah Grandison
Edu 655.9 - ESL Curriculum & Assessment
Dr. Mary Mills
Post University

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ESL Needs Assessment

According to the Common Core Standards and English Language Learners (ELL) it is the duty
of the district to ensure that foreign students have the same opportunity and quality education equal to that
of a native speaking student. Fatihi (2003) defines needs analysis as a device used to know a learners
needs and lacks to develop reasonable solutions. The purpose of this paper is to develop a needs based
assessment tool, gather data and present results in a way to reflect the needs of ESL students. The focus of
this assessment is the attitude and aptitude of student and family's attitude toward their philosophy of
English language acquisition.
It is paramount that as the ELL begins to understand English, the guardian acts as a support
system. Parent involvement is especially important for supporting successful language development for
ELLs (Corey, 2016). When cultural background for an ELL students is considered the attitude toward
language acquisition should be examined as well. Connecticut reported 26.2%, up from 3.4%, of ELLs
did not receive any language instruction due to parent refusal(CSDE, 2016). According to CSDE (2016),
there are varying reasons why parent refuse their child from English language instruction however the
language immersion is at the top of the list. Other issues are parents own limited language, cultural
differences, works schedules, teachers judgements, lack of decision making power, fear of speaking up
and lack of transportation (Shim, 2013). It is important that guardians get involved with their child's
language learning process and school in general. It is more so for ELL parents. There is little, but growing
literature regarding this matter.
Now more than ever, there is a push to have teachers make out-reach efforts to have more parent
involvement for ELLs. Hurtubise (2015) suggests 4 strategies that can bridge the gap of understanding
ELL parents.
-

Visit student homes

Form academic parent-teacher teams
Create a welcoming environment
Communicate through phone calls and emails.

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By visiting a student home one can have a better perspective as to what their family values are and what
that may mean regard learning English. The academic teams are session where the teacher and parent
work together so that the student may excel at school and reinforced at home. By creating a welcoming
environment a teacher allows the parent and student express their culture while learning. Communication
is key and ELL parents prefer emails and phone calls.
Developing a needs assessment tool will help teachers, parents and ELL understand the need for
ELL instruction and ultimately how beneficial it can be. TESOL teachers can also begin to have an
understanding of the level of engagement the parent may have with their child's education. Additionally,
teachers can decide how they can better help this student if their parents show little interest in English
language acquisition.
It is of the utmost importance that the relationship between the teacher and the parents on solid
ground. The ELL has many obstacles to face and opposition to learning a new language only make is
more frustrating than it already is.
Method
Families would receive a family oriented needs assessment so that ESL teachers understand the level of
commitment parents have toward their children learning English. The questionnaire is used to determine
their parent's level of understanding, attitude, and commitment toward ESL. The data sheet has a Likert
scale and questions with one open-ended question. For this paper two case studies will be used.
Results
In regards to the children in the home it was perceived by parents that students spoke English, however, at
varying levels. It is apparent that the parent believes that speaking and learning English is important to the
child, Parents feelings about speaking their native language is very important to them.. For their child to
learn English it is not of the utmost importance to them. Both case studies us English 3 times or more per
week in their daily lives. Parents themselves speaking little to no English and neither can read or write.
Parents listen very little to English unless it is in daily life like listening to the radio and watching the
news. According to the open-ended questions both students use their English during homework. One

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student uses English more often because they are comfortable with it. Although parents feel that English
is important, it seems to be a tool to help their children navigate the world. English will help their children
get a job and get through school. At home it is different and the native language is spoken and preferred.
They do perceive that English is important to their children but their parents cannot help them.
In conclusion, the parents perception of English is positive but for different reasons. The native
language needs to be spoken at home. This also mean for the ESL teacher that there will be little support
from ELLs and may need to provide more than tutoring.

Situational Analysis
There are many reasons why a child would not be able to excel in learning the English language.
It is imperative for the ESL instructor find reasons and work around them if they must. A situational needs
analysis is an assessment of the issues surrounding a subject other than ESL knowledge attitude or
content. Barriers to learning for a student can be personal, emotional, economic, and situational or even
organizational (Liton, 2016). This paper is a continuation of the Parent Needs Analysis. In this paper,
reasons and challenges teachers face when teaching ELL that are beyond the classroom will be discussed.
Then results from the needs analysis and results from the situational analysis will discussed creating a
comprehensive profile of the subjects. Finally, this paper will discuss the attitudes toward English and
how it impacts learning overall.
There are lists of reasons why an ELLs would have difficulty acquiring the knowledge set they
are expected to attain. Poverty, illiteracy, and unemployment are basic factors that discourage parents
from sending their children to schools (Ahmed, 2015). The challenge that ELL presents are factors that
ESL instructors must understand. Some factors that are challenging for ESL instructors:
-

Student poor English knowledge background (Liton, 2016)

Psychology of learners (Liton, 2016)
Language policy (Liton, 2016)
Assessment systems (Liton, 2016)
Status of English (Liton, 2016)

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The student themselves have aways to go when facing their own challenges. Students have a variety of
variables that would make their experience learning English a difficult journey.
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Past and present style of learning (Liton, 2016)

Technique of exams (Liton, 2016)
Workload (Liton, 2016)
Stricter and different evaluation system (Liton, 2016)
Lack of proper motivation (Liton, 2016)
Attitude toward English (Liton, 2016)
ESL instructors need to be informed in cultural awareness, cultural understanding, language support,
teacher-to-teacher guidance and parent communication (Linton, 2016). This will help instructors create
authentic tasks that the student can engage in. For instance in Ahmed (2015) study on the attitudes rural
Moroccan girls had on English found their textbooks were teaching them English in the context of their
culture. It was found that students agreed that the foreign culture presented in the English textbook had an
impact on the own local culture (Ahmed, 2015). On the other hand, there are some students that cannot
be. Liton (2016) found that some students believe the English is a language for non-Muslims and that it
will infect their religious beliefs. Unfortunately this is a reflection of demotivation and learning English
as a communicative language (Liton, 2016).
One factor that can demotivate a child to learn English is the lack of encouragement. Parents
attitudes are important in understanding children's language success since parents attitudes influence
their behavior reading children's language learning (Hosseinpour, Yazdani and Yarahmadi, 2015). One of
the most important points which this paper will elaborate on is attitude toward English. In the needs
analysis, it was important to understand the parent's view of English language acquisition. The purpose
was to sift out parent support and action to support their child's new language. In this situational analysis
there is an understanding that parent attitudes can be an important factor as to a child not learning in ESL.
Almost all researchers interested in investigated agree that one of the most constraining factors to the
progress is the lack of parents positive attitude and involvement toward their children's language learning
(Hosseinpour, Yazdani and Yarahmadi, 2015). However, parents would not be disinterested in encourage
their children to learn English unless there is some underlying causes. There are some personal properties

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such as age, gender, educational levels, income, etc, that may have effects on parents attitudes,
motivations and home literacy practices (Hosseinpour, Yazdani and Yarahmadi, 2015). Many times the
fear surrounds that appropriation of another culture. Rather, some parents may fear that they children will
lose their own culture.
According to the situational analysis both subject parents have a near unfavorable look at English
language acquisition. Both set of parents have limited to no English language instruction. Both families
acknowledged that learning language is important for their children to survive in their new country.
However, both set of parents did not want to lose their culture and preferred English as a necessity.
The needs and situational analysis were designed to pick out how important language acquisition
is to them. It is possible for parent to deny their child ESL services especially if they preferred method is
language immersion. This leads to increases of ELL detention rates and school dropout. These attitudes
towards English language, its purpose and the services that the school provides need to be campaigned to
these parents. The ESL instructor would be the bridge that brings them together.
In conclusion, there are many reasons why ELLs may not excel in acquiring English language
skills. Such issues bring challenges to both instructors and students. However, such battle can be hardly
won without the support of the parents. There are parents that feel that acquiring English and getting
services is a waste of time. Many also believe that it is all apart of forced assimilation and wish to
eradicate their culture. This is far from the truth and it is up to the school districts and ESL instructor to
demystify such notions to parents.
The Big Picture Goal: Understand English as a tool that allows for expression.
Goals
Goal 1: Provide opportunities that require family collaboration
Goal 2: Provide a culturally relevant experience
Goal 3: Give student opportunity to share their culture
Outcomes
Lesson 1: Students will learn to use English to inform others of their culture by creating a site

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Reading and writing: Create a 1 page researched based site that has information about their culture

(google sites, wordpress, etc.)

Speaking: Create a 5 minute video presentation about your culture in English and put on the site
Listening: Embed three informational videos regarding your culture in English and write a 1 paragraph
summary of what they stated.
Lesson 2: Students will provide examples when English was useful in their cultural context

Writing: Student write a 1 page essay on how English was useful to them
Reading: Gather in pairs or threes and edit classmates work
Speaking: Over 2 days each student will present what they believe is their best essay
Listening: Students will ask questions of the reader about their experience
Lesson 3: Students will research and interview their parents regarding their culture

Reading and writing: Student must present a 5 page paper with citations about their holidays, food and

traditions.
Listening: Students ask questions of the student after their presentation
Speaking: In groups students will practice their presentation in English
Overview
The big picture goal is for students to understand English as a tool that allows for expression,
especially their culture. The needs and situational assessment had determined there is a need for parents to
get involved in their child's learning. The implications of this are profound for the student. Without some
form of involvement the road to success is a difficult one. There are a few reasons why parents may feel
apprehensive about their child learning English in an ESL class. Some parents own limited English skills
hinder participation other times it is fear of their child losing their culture in the process.
As a reminder the goals of the lessons are as follows: Provide opportunities that require family
collaboration, provide a culturally relevant experience and give student opportunity to share their culture.
The populations for each lesson plan are students who are Juniors and Seniors at English levels 4 and 5.
The method lesson plan that has been used is the Sheltered Instruction method. Although, the lesson plan
used in this paper is very use, there are many different formats that an instructor may use for their lesson.
In this paper three lessons will be outlined. The first lesson teaches students how to inform others about
their culture using technology and research based information. The second lesson teaches students to

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express themselves and their culture through composition and conversational dialogue with students. Last
lesson students learn how to interview, revisit research techniques and, write a longer composition piece
and oral presentation. The three lesson plans discussed in this paper were devised as situational and
cultural awareness opportunities to address the needs of ESL students. Specifically, lessons to that
incorporate culture relevance to them and their families.
Lesson 1

English Level 4/5

Content Objectives:
Students will learn to use English to inform others of their culture by creating a site
Language Objectives:
To practice all four areas and to communicate with other regarding their culture
Key Vocabulary/ Phrase
Website
Culture
Research
Presentation

Supplemental Material
No supplemental material needed

Preparation
Adaption of Content
Links to Background
Links to Past Learning
Strategies incorporated

Scaffolding
Modeling
Guided Practice
Independent Practice
Comprehensible input

Group Options
Whole class
Small Groups
Partners
Independent

Integration of Processes
Reading
Writing
Speaking
Listening

Application
Hands-on
Meaningful
Linked to objectives
Promotes engagement

Assessment
Individual
Group
Written
Oral

Motivation:
Foreign students usually become the unofficial spokesperson for their culture. It is important that they can
converse with others in English regarding their culture.
Presentation:

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The students will use the school's computer lab to research and create their cultural page. Students can use
their Smartphone or computer webcam to create 5-minute video. Mostly YouTube can be used to pull
content regarding their culture in English and to translate.
Practice/ Application:
-

Reading and writing: create a 1 page researched based site that has information about their culture
(Google sites, WordPress, etc.)

Speaking: Create a 5 minute video presentation about your culture in English and put on the site

Listening: Embed three informational videos regarding your culture in English and write a 1paragraph summary of what they stated.

Review/ Assessment:
Students will conduct a virtual presentation showcase in class and present what they found about their
culture at the English level. Their oral presentation and execution of instructions will be assessed. Key
vocabulary and correct use are expected.
Lesson 2

English Level 4/5

Content Objectives:
Students will provide examples when English was useful in their cultural context
Language Objectives:
To practice reading and writing regarding relevant experiences
Key Vocabulary/ Phrase
In my homeland...
In my culture...
At home I/we/they/he/she
I used English to .
I speak English when .

Preparation
Adaption of Content
Links to Background
Links to Past Learning

Supplemental Material
No supplemental material needed

Scaffolding
Modeling
Guided Practice
Independent Practice

Group Options
Whole class
Small Groups
Partners

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Strategies incorporated

Integration of Processes
Reading
Writing
Speaking
Listening

Comprehensible input

Application
Hands-on
Meaningful
Linked to objectives
Promotes engagement

Independent

Assessment
Individual
Group
Written
Oral

Motivation:
It is important for students to communicate to other about their culture in English. English is merely a tool
that allows one to express themselves to a wider array of people versus a select few.
Presentation:
Students will have 5 minutes to brainstorm and another 20 minutes to write their two-page essay in class.
Instructor will walk around class to help students to brainstorm idea or answer any questions. After
students will switch papers and have another 20 minutes to correct each other paper. They may choose to
work in pairs or a group of three.
Practice/ Application:
-

Writing: Students will write a 2 page essay on how English was useful to them

Reading: Gather in pairs or threes and edit classmates work

Speaking: Over 2 days each student will present what they believe is their best essay

Listening: Students will ask questions of the reader about their experience

Review/ Assessment:
After 6 six weeks, all correct essays will be given to the instructor. The instructor will give back all essays
within one week. Then over the next 2 days students will read the best of their essays. As the final
assessment students will have a question and answer session with the presenter. The instructor will assess
how will the presenter answered the question and the composition. Key vocabulary and correct use are
expected.
Lesson 3

English Level 4/5

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Content Objectives:
Students will research and interview their parents regarding their culture
Language Objectives:
Native foods, holidays and traditions will be discussed briefly regarding family experiences.
Key Vocabulary/Phrases
Interview
Family
Experience
Holiday
Tradition

Supplemental Material
Interview Questionnaire

Preparation
Adaption of Content
Links to Background
Links to Past Learning
Strategies incorporated

Scaffolding
Modeling
Guided Practice
Independent Practice
Comprehensible input

Group Options
Whole class
Small Groups
Partners
Independent

Integration of Processes
Reading
Writing
Speaking
Listening

Application
Hands-on
Meaningful
Linked to objectives
Promotes engagement

Assessment
Individual
Group
Written
Oral

Motivation:
Learning English for many students is a life-changing opportunity, for not only themselves, but for their
families as well. It is important for students families to be incorporated in their process. This way they
can learn together.

Presentation:
Student will have a diversity of questions they can ask their parents regarding food, holidays and
traditions. Students will also use research to back up their parents experiences with citations. The
instructor will assist students with citations and creating connections between experiences and research.
Students will present in assigned groups.

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Practice/ Application:
-

Reading and writing: Student must present a 5-page paper with citations about their holidays, food

and traditions.
-

Listening: Students ask questions of the student after their presentation

Speaking: In groups students will practice their presentation in English

Review/ Assessment:
Students will be assessed on elements of the presentation, the 5-page papers and oral presentation. Key
vocabulary and correct use are expected.

Overall assessment:
Both students overall did well on their lessons. For each lesson the assignment instructions were
completed and vocabulary was utilized. In lesson 1, the student enjoyed to project. They both found it a
great opportunity to tell other about their culture and learn a new skill. Each student was able to present
their webpage with all their cultural information. In lesson 2, one student lacked skills in their
composition and reading component and needed assistance. However, they were able to turn around with
their small groups assistance. Each student answered question from other student well as expected. Last,
lesson 3 was much more challenging for the two students. The interview questions were helpful and it
reported sparked curiosity in their parents when asked about their culture. Both students reported their
parents helping them complete the project. The student who had difficulty with composition in lesson 2
and little to no issues in lesson 3 due to parental guidance and involvement. Each student also had no
issues answering questions regarding their assignment. Again, both student did well and were able to get
their parents involved in their assignment.

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Appendix
ELL Needs Analysis Assessment:
Parent Attitudes toward English Language Acquisition and Usage in the Home
This analysis was created to investigate parent and ELLs attitude regard English instruction in a school
setting and frequency of English use at home. It was indicated in data analysis of the status of ESL in
Connecticut that over 4,000 students parents refused any English Language formal instruction (CSDE,
2015). It was also found that such students tend to do more poorly in mainstream courses than their native
English speaker counterparts (CSDE, 2015). This assessment will allow instructors to identify which ELL
student may have more difficulty with language acquisition.
Part 1
Does your child speak English at home?

If yes, did they learn English in your native country or at home?

Native Country

At Home

At School (USA)

If no, what level of English do they know?

None (little to none)

Basic (Travel needs and courtesy)

Limited (Limited demands and can read)

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Practical (Function in formal and informal conversation)

Fluent

Bilingual (Like a native speaker)

I do not know

13

(Accurate and can fulfill professional needs)

Do you speak English at home?

If yes, did you learn English in your native country or at home?

Native Country

At Home

If no, what level of English do you know?

None (little to none)

Basic (Travel needs and courtesy)

Limited (Limited demands and can read)

Practical (Function in formal and informal conversation)

Fluent

Bilingual (Like a native speaker)

I do not know

(Accurate and can fulfill professional needs)

Do you agree or disagree with these statements

Learning English at school is a good idea

Yes

Maybe

No

Children should practice English at Home

Yes

Maybe

No

Language immersion is the best way to learn a language

Yes

Maybe

No

Learning English at school is not a good idea

Yes

Maybe

No

Part 2
From 1 - Not important at all to 10 - Extremely important, how important is your native language and
English?
How important is speaking your native language is to your child?

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How important is speaking your native language is to you?

How important is learning English to your child?
How important is learning English to you?
Part 3
Please circle how often English is used in your home as the parent.
How much do you speak English at
home?

Rarely

Very
little

Sometimes

Mostly

Alot

How much do you write in English at

Rarely

Very
Little

Sometimes

Mostly

Alot

Rarely

Very
Little

Sometimes

Mostly

Alot

Rarely

Very
Little

Sometimes

Mostly

Alot

home?
How much do you read English at
home?
Do you listen to English at home?

Part 4
Please check one, indicating how often your child uses English at home.
On average, how many times a week does your child speak English?

None

At least 1 time per week

At least 2 times per week

At least 3 times per week

More than 3 times per week

On average, how many times a week does your child read in English?

None

At least 1 time per week

At least 2 times per week

At least 3 times per week

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15

More than 3 times per week

On average, how many times a week does your child write in English?

None

At least 1 time per week

At least 2 times per week

At least 3 times per week

More than 3 times per week

English is spoken at home when .

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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16

Parental Attitudes Assessment toward English Language Acquisition

Circle how true these statements are to you. Scale: 1 - very untrue to 5 - very true
Then answer the question below when completed.
English is good to learn

English will destroy my language

What is your present occupational position?

English is the language of the world

I just need enough English to get by

Learning English forces family to assimilate

My children only need enough to get by

Learning English will afford me more opportunities

I fear my children will forget their native language

Learning English culture will give me better opportunities

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I fear my children will prefer American culture than their own.

Learning English culture will destroy my culture

What is your occupation? _______________________________

How many children do you have that go to school? _____________________
What is your income level? _________________________
What is your level of education completed? _______________________
Lesson 3

Extension
Cultural Interview Questions

Here are some questions that you can use in your interview. If you have other questions you would like to
ask feel free to do so. You can pick 10 or more questions.
1. What does the word culture mean to you?
2. How do you define family?
3. Who holds the most status in your family? Why?
4. How do you define success?
5. Do you consider your parents to be successful?
6. How important is education in your family?
7. What are your favorite holidays? Tell me about the most important one and why it's so important
8. Do you eat foods that are indigenous to your culture? Why or why not? If you answered yes, name
some foods that you eat. If you answered no, what types of foods do you eat?
9. Did you ever live with your grandparents or extended family?
10. How important is religion in your family? Why?
11. If religion is important in your family, do you plan to pass this onto your children? Why or why not?
12. Are the roles of men and women specifically defined in your family? If so, what are they?

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13. Do you have any eating habits/rituals that are specific to your culture?
14. Define and describe the most important (or most celebrated) holiday of your culture.
15. What is considered most disrespectful in your culture?
16. What is considered most respectful in your culture?
17. What do you think people think is wrong of people of your culture
18. What can be done about racism and prejudice, in your opinion?
19. Do young people today have a sense of culture?
20. Do you remember excluding others on Culture or Gender?
21. Is there anything you would like others to know that we have not included here about you or your
culture?
Thank you

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19

References
Ahmad, A. (2015) Moroccan female rural students attitudes towards learning english. Arab World English
Journal. 6(4), p.291-305
Corey, M.(2016, May 11) Home-school connections help ells and their parents. Education Week. 35(30)
CSDE (2015, Aug) Data bulletin: Connecticuts english learners (grades k-12), school year 2014-2015
Fatihi, A. (2003) The Role of Needs Analysis in ESL Program Design. South Asian Language Review,
13(1)
Hosseinpour,V., Yazdani, S., Yarahmadi, M.(2015, Nov) The relationship between parents involvement
attitude, educational background and level of income and their childrens english achievement
test scores. Journal of Language Teaching and Research. (6)6,91370-1378.

Hurtubise, L. (2015, Fall) 4 essential strategies for ell success. New Teacher Advocate, 23(1), p4-5
Liton, H.A. (2016, July) Harnessing the barriers that impact on students english language learning (ell).
International Journal of Instruction. 9(2), p. 91-106