For the development of the ELL students it is necessary to conduit the gap between home and schools where teachers and parents form a cordial relationship of partnership with the endeavor to provide effective guidance, and teaching to the children.
The relationship between family and teachers is very crucial for strengthening the school as an establishment that wholly supports English Language Learners. Fostering a relation with the ELL family is the sole responsibility of the school. The family needs to be well-informed by the teachers about the developmental phases and the changes that the children will go through in the future classes. This specific information will assist the family in building a home environment that supports, encourages and appreciates learning as an essential part of their children’s success (Yates, &Ortiz, 1998). Moreover, the manner in which the teachers approach and interact with the parents on the enrollment day and first day of school can have an intense effect on both the parents and their children in developing a positive attitude and experience of both the school and the education. Additionally, through this specific communication the school can gain knowledge about the cultural environment of the families which will facilitate the former in comprehending specific goals aimed at successfully assisting the children in learning the second language (Brieseth, Robertson, & Lafond, 2011, 15-20).
Children come from diverse cultural environments and have different outlook of behaviors at schools or other social interactions. The teachers should be unprejudiced towards individual aptitudes and necessities of the students in the classroom especially in those educational projects where the children are taught accountability and conscientiousness in class community groups. This social-cultural influence on ELLs between school and teacher association is a component of the bigger