Parents can be one of the most influential people in a child’s education next to their teacher. If it is hard for an English speaking parent to be involved in their child’s education, think of how hard it would be for a parent whose first language is not English.
Some people may not think of the different kinds of struggles a non-native English speaking parent may go through. There are many concerns that the parents of ELL students may have regarding their involvement in their child ’s education. Probably the biggest concern would be the language obstacles and the access to learn English
(Crawford, 1991). Another concern would be if the school staff had any or enough experience to speak their home language (Trueba, 2002). Other concerns of ELL parents may include transportation, no reliable child care, and feelings of subservience
(Trivette Dunst Hamby & LaPointe, 1996). It may be a cultural issue when asking for help or understanding (Huang, 1993). Non-English speaking parents have even noticed that the school staff treats native parents differently, also referred to as “language minority parents” (Valenica & Black, 2002). Considering the obstacles that inhibit nonnative English speaking parents from attending school gatherings, I have examined the cultural norms and language of Poland, of which I have invented a plan of action to involve the parents of this culture in class and at school gatherings.

After my research of the Polish culture I have found several diverse and similar cultural aspects. In Poland it is usually respectful to remove your shoes before entering someone’s home. Also, when introducing someone a Pole may begin with the women and then the men. In Poland, it is also respectful to not use first names until requested, and always begin with Pani (Miss) or Pan (Mr.). If you are invited over for dinner make sure you arrive on time and expect to drink alcohol, as this is a customary tradition that brings the family and guests closer together. Another interesting cultural difference is that Poles will not sugar coat what they want to say to you, meaning they are very honest and it may not be what you want to hear. Try not to take offense to this; they believe they are doing you a favor (Kwintessential Ltd, 2012).
Schools in Poland are divided similarly to our schooling system. Primary schooling starts at age seven and goes until sixth grade, gymnasium is grades seven, eight and nine, and upper secondary schooling is 10, 11, and 12-13 grades. After that are higher education schools or vocational/technical schools. Before the year 2000, schooling in Poland was still based on communist ideas. Students were dropping out of school before high school and if they did go on to further their education it was in vocational schools to learn jobs specific skills. “In the early 1990’s, Poland had one of the lowest participation rates in full secondary school and higher education” (OECD,
2010 p.224).
“Nearly 70% of the basic vocational school students tested at the lowest literacy level” (OECD, 2010 p.225). In addition, “only 10% of Poles had a degree from a university” (Pearson Foundation, 2012). Shortly after 1999, Poland’s ministry of

education decided to revamp their system. They decided to update the school system, decrease the dropout rate, and increase test scores. As a result, the teachers started to accommodate their students by; making lessons interesting and introducing critical thinking skills. The schools offered elective classes to students to spike their interest and prepare them for higher education. Poland’s test scores have increase dramatically from 2000-2009. According to the PISA test scores in 2000, Polish students’ scores were considerably low, only scoring an average of 479. In 2009, the scores have come up 21 points to an average score of 500 (PISA, 2009).
Poland’s view on language learner programs and SEN (Special Educational
Needs) students was indifferent in the early 90
’s. There was not a lot of modification or accommodation for these students. When this became more apparent and the legislation was updated in 1994, SEN students were included in regular classrooms and additional grants where given to schools to help purchase equipment to better accommodate SEN students (Grossman, n.d., Legislation about Inclusion). Many of the
European countries have adapted the Accept Pluralism Project, which includes a theory about accepting cultural diversity and having tolerance within the country. This theory speaks about the cultural diversity in minority groups, mainly the religious, racial and language aspects. The majority of Europe has some tolerance, but they have boundaries as to what is okay to display in public areas, such as schools (Dobbernack,
J. and Modood, T. 2010).

Parents after 1999 have been very happy about the educational reform, stating that their children are becoming more interested in furthering their education and that parental involvement is at an all-time high. Programs at schools are being created to help parents become more involved with their child’s education. One project, called
“Dad, Are you for it?” is a program for fathers and their students to come together and share their hobbies and interests (Narozna-Szmania, n.d.). However, minority programs for non-native Polish speaking students are minimal. Poland has no real experience with this and therefore does not have an actual program, and any help for a minority student is up to the class tutor or the student may attend a school designed for non-Polish speaking instruction (Narozna-Szmania, n.d.) .
Based on my research, I have concluded that the Polish culture is formal and shows unlimited hospitality. I would want to show that same courtesy to my Polish student’s family. In my classroom, I would try my best to help my ELL students and their family to feel welcome and to succeed in this wonderful country. If the family is experiencing concerns about transportation, I would kindly send home a packet of schedules for public transportation. If learning English was a concern to the family, I would send home a packet which includes opportunities to learn English through classes provided and an English/Polish dictionary. Lastly, I would always try and make all the families feel welcome no matter their station. The invitation I created is to meet the teacher, similar to a back to school night, but with more involvement in the

classroom. The invitation is for the family of my students to come into the classroom, meet me, the teacher and understand the class routines. I made the invitation colorful to catch their attention and I have translated it into Polish so the parents will appreciate my concern for their involvement. I added snacks and refreshments because I know that food is a social bonding experience in Poland. I also made sure to invite the whole family since I know that the aspects of family in Poland are usually close to one another and I did not want to make anyone feel unwelcomed.

REFERANCE PAGE
Dobbernack, J., & Modood, T. (2012). Tolerance and cultural diversity in europe: theoretical perspectives and contemporary developments . Retrieved from http://cadmus.eui.eu/bitstream/handle/1814/19790/ACCEPT_PLURALISM_Repo rt_2011_03_WP2_Rev.pdf?sequence=1
Grossman, J. (n.d.). , legislation about inclusion . Retrieved from http://www.adapteurope.org/poland/poland-legislation.pdf
(2012). Poland:language, culture, customs and etiquette . Kwintessential Ltd Retrieved from http://www.kwintessential.co.uk/resources/global-etiquette/poland.html
Narozna-Szmania, Malgorzata. Osrodek Doskonalenia Nauczycieli (ODN)
Retrieved from http://www.involve-migrants-improveschool.eu/fileadmin/user_upload/Country_Reports/Poland.pdf
OECD (2010), PISA 2009 Results Volume I, What Students Know and Can Do: Student
Performance in Reading, Mathematics and Science, OECD Publishing.
Retrieved from http://www.oecd.org/pisa/pisaproducts/pisa2009/pisa2009resultswhatstudentsknowandc andostudentperformanceinreadingmathematicsandsciencevolumei.htm
Pearson Foundation, 2012. Poland: Changing the Structure of the School System to
Give Better Education Opportunities for All.
Retrieved from http://pearsonfoundation.org/oecd/poland.html#

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Strong Performers and Successful Reformers in Education: Lessons from PISA for the
United States, OECD 2010, p. 224-225
Vignettes on Education Reforms: England, Poland and Sweden http://www.oecd.org/unitedkingdom/46581501.pdf