近1000万英语语言学习者（ELLS）代表美国公立学校学生人口的最快产卵。虽然研究不断地发现ELL父母，一般来说，对孩子的教育，许多移民，难民和埃尔父母的父母享有很高的价值与他们的孩子们的学校与主流英语家庭的关系体验他们的关系。学校往往努力满足这些学生的独特教学和语言需求，以及大型埃尔人口的社区面临着与父母沟通的额外挑战，他们可能对英语流利有限，素质的素养相对较低的素质[arias，M. B., and M. Morillo-Campbell. 2008. Promoting ELL Parental Involvement: Challenges in Contested Times. Education Policy Research Unit. http://epsl.asu.edu/epru/documents/EPSL-0801-250-EPRU.pdf.]. Additionally, immigrant and ELL parents may have had negative experiences with educational institutions or less exposure to formal schooling. Thus, for schools to increase parental involvement most effectively, both traditional and nontraditional approaches to family engagement must be implemented within practices that are culturally and linguistically appropriate. This article provides an overview of the barriers that limit ELL parental involvement, recommends strategies that promote family engagement, and concludes with a case study of one public school district’s successful outreach efforts.