Extending the English Language learner class into the family
The purpose of this study is to test my hypotheses that Hispanic adolescent children will support their parent's English language education. As teachers we often ask parents to support his/her children with English studies. Would this work if the situation was reversed and Hispanic adolescent child assumed the role of supporting his/her parentis with their studies? I believe if handled with consideration the role reversal situation has the potential to succeed and adolescent support will extend beyond the abstract to the practical. Regular and frequent communication between all those concerned with the parent's education (teachers, institution and family) is a major component for success. This study monitors three sample families over a six-month timeline. In each family one parent is in an ELL program and his/her adolescent child is supporting their home studies.