A systematic literature review of home-school partnership for learners with English as an Additional Language (EAL): a way forward for the UK and Ireland

ABSTRACT

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change.

KEYWORDS:

• Home-school partnership
• English as an additional language
• differing perspectives
• interventions
• systematic review

Introduction

The demographic composition of countries throughout the world is ever-changing. In 2019, the United Nations (UN) reported that there were approximately 272 million migrants globally, 14% of whom are below the age of 20 (UNDESA 2019). Recent conflict in Ukraine has also resulted in the substantial and ongoing movement of people in what the UN Refugee Agency (UNCHR) Commissioner, Filippo Grandi, has described as ‘the fastest growing refugee crisis in Europe since World War II’ (Beaumont 2022). To date (14th March 2022), more than 2.5 million Ukrainians have fled their country (Caldwell 2022). United Kingdom (UK) Education Secretary Nadhim Zahawi has predicted that up to 100,000 Ukrainian children will be welcomed into schools in the UK alone (Robinson 2022). For refugee children, education provides opportunities to learn more about themselves and their world, but perhaps more importantly, enables them to begin on the path to rebuilding their lives (Isaac 2021). Nonetheless, in the UK, Republic of Ireland (ROI) and Northern Ireland (NI), while classrooms are becoming increasingly multilingual, the language of instruction remains predominantly English (McMullen et al. 2021). Hence, pupils are immersed in an English dominant environment, adding to stress and potential pre-existing trauma (Jones et al. 2018).

The most important challenge of increasing migrant populations in schools appears to be the educational disadvantage experienced by learners with English as an Additional Language (EAL) (Sime, Fassetta, and McClung 2018; Walker 2012). In NI, results from high stakes testing at age 16 demonstrate a 46.7% attainment gap between EAL and non-EAL pupils (DENI 2020). Similar gaps are also evident in both the ROI and the UK. For example, in ROI Shiel et al. (2016) report that Program for International Student Assessment (PISA) scores in reading are 25 points higher for non-EAL than EAL pupils. This is reflective of the state of play across the globe, with underachievement of EAL representing a long-standing concern in many English-speaking countries (Cummins 2014). While underachievement is a multifaceted issue, there can be no doubt that persistent inequalities are being experienced more acutely by learners with EAL.

In order to redress this educational inequity, it is suggested, that among other appropriate interventions, schools strive to enhance the ways in which they communicate and work with the parents of EAL learners (Panferov 2010; Pomerantz, Moorman, and Litwack 2007) as much empirical research and evidence over decades has demonstrated positive correlation between home-school partnership and improved academic, social and emotional outcomes (Epstein 2018). All learners, irrespective of their relationship with English, learn best when the significant adults in their lives work together to encourage and support them. Additionally, in the midst of a worldwide pandemic when many schools have been forced to close and education largely discharged to parents, and in light of ongoing refugee crises in Ukraine, Afghanistan and other countries, education systems should perhaps examine the means by which they engage with parents whose first language is not that of their child’s schooling (Richardson et al. 2020).

Aims and research questions

This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for EAL learners in primary schools internationally. The study aims to identify international trends and how they compare with the UK and Ireland in order to influence future EAL research, and illustrates the methodology utilised for a systematic review in education. It has been guided by the following specific research questions:

1. What characterises the main trends internationally in home-school partnership for learners with EAL?

2. What are the gaps in research in the UK and Ireland when compared with international trends?

Methods

The perceived benefits of adopting a systematic approach to literature searching are that it demonstrates conformity to precise methodological standards, allows for replicability and enhances the validity of conclusions drawn (Daigneault, Jacob, and Ouimet 2014; Institute of Medicine (US) 2011). Systematic reviews are becoming increasingly common in the field of education and are considered the ‘gold standard in knowledge synthesis’ (Khangura et al. 2012, 2). Having examined recent systematic reviews in education (McGrath and Van Bergen 2015) and consulted the PRISMA checklist of requirements (Moher et al. 2009), certain methodological principles have been applied in this study. Research questions were specified, databases selected, concepts groups trialled and finalised, references identified, relevant articles selected, the quality of studies assessed and finally data extracted and synthesised (Brereton et al. 2007).

Owing to the nature of the topic, a multi-disciplinary approach was taken. Articles were retrieved from ASSIA, BEI, ERIC EThOS, LexisNexis, SCOPUS, Web of Science and Google Scholar. Database searching was followed up by hand-searching and citation tracking of seminal articles. Irish Educational Studies and the British Educational Research Journal were selected for hand-searching. Searches were conducted between 2nd April and 28^th May 2020 with the software package Refworks used to manage results. Final selection of articles for synthesis involved the application of several quality criteria including the type of study, data collection methods and the process of data analysis. Table 1 defines the four levels assigned in quality assessment. Articles rated as low or unsatisfactory were excluded. Hence, the findings discussed in this paper are based on the identification of 47 articles rated as high or moderate. Figure 1 demonstrates further detail on the search process discussed.

Figure 1. Flowchart demonstrating systematic review process.

Table 1. Levels of quality assessment.

Level	Topic relevance	Methodological rigour
HIGH	Explicitly related to all inclusion criteria	Systematic review
		Meta-analysis
	learners with EAL home-school partnership primary/elementary school	Quan/Qual/Mixed-methods study with
		sampling stated clearly defined research questions/aims methods fit for purpose & appropriately used specific data analysis techniques discernible findings
MEDIUM	Explicitly related to two of the inclusion criteria	Quan/Qual/Mixed-methods study with at least three of the above quality criteria addressed
LOW	Explicitly related to only one of the inclusion criteria	Quan/Qual/Mixed-methods study with less than three of the above quality criteria addressed
INSUFFICIENT	Not related to learners with EAL	No evidence of empirical research

Table 2 presents an overall summary of search results including sensitivity and precision. Sensitivity is the measure of the ability of a search strategy to identify all relevant articles whilst precision is the calculation of the number of relevant results divided by the total number of results across a single database (McFadden et al. 2012). Concept group strategies were trialled in order to ascertain which would provide an appropriate balance between maximising sensitivity while maintaining precision (Higgins et al. 2019). Inclusion criteria for this study were learners with EAL, home-school partnership, primary schools, publication after 2010 and English language only. Exclusion criteria included studies conducted outside the field of education for example health and social care, those conducted in pre-school, secondary and tertiary education, language learning that was not English and those that had no reference to home-school partnership. The rationale to concentrate on publications post-2010 was based on the desire to locate the most recent and relevant studies. Appendix 1 is a record of excluded studies from a single database to demonstrate the basis on which studies were eliminated from this analysis.

Table 2. Search results.

Database & date of search	Total results	Relevant results	Sensitivity (%)	Precision (%)
EBSCO Host -BEI -ERIC (28th April 2020)	68	25	27.77	36.6
SCOPUS (28th April 2020)	72	13	14.44	18.05
ASSIA (28th April 2020)	21	2	2.22	9.52
Web of Science (29th April 2020)	102	21	23.33	20.58
LexisNexis	65	11	12.22	16.92
ETHoS	95	11	12.22	11.57
GS 100 (2nd May 2020)	100	7	13.33	7.00
GS 200 (2nd May 2020)	100	3	/	3.00
GS 300 (2nd May 2020)	100	2	/	2.00

Disputes regarding inclusion or exclusion of studies were settled by a third reviewer (Buscemi et al. 2006). As a result, three articles were reconsidered for inclusion. Data extraction forms were completed for all articles fully read. An example is provided in Appendix 2. Of the articles included, the most successful platform was EBSCOHost with the databases BEI and ERIC, which yielded 19 results. This may prove useful for other researchers who subsequently conduct systematic reviews in a similar field. Appendix 3 is an overview of the 47 studies identified. It states the study type, methods used, the database(s) from which it was retrieved, the country(ies) in which research was conducted, the quality rating and the focus of the study.

Challenges and limitations of a systematic review

All publications had to be accessed online as physical access to libraries was not possible due to the pandemic and document delivery was unavailable. Hence, one article could not be accessed at all and another two were unavailable in English. Moreover, as searches were limited to English only, findings will not apply to issues related to primary aged learning of dominant languages by minorities in non-English speaking contexts.

Due to the heterogenous nature of the studies identified it was not possible to conduct statistical analysis of integrated findings therefore a meta-analysis was deemed inappropriate (Hanratty 2018). Nonetheless, this paper presents a collective synthesis of all articles rated as high or moderate, illuminating insights regarding the foci of international research and gaps therein.

Findings

Studies were coded thematically to identify existing knowledge in relation to home-school partnership for learners with EAL and inform research priorities in the UK and Ireland. The main trends which characterise home-school partnership internationally will now be discussed. Analysis identified four common themes: home-school partnership interventions, links between parental involvement and attainment, the differing perspectives of parents and teachers and home-school communication.

It takes a village: home-school partnership interventions

Twelve articles focused on home-school partnership interventions. Nava and Lara (USA) (2016) conducted one which aimed to provide opportunities for parents to reflect on how they already and might further support their children’s academic development. Through engagement, parents uncovered ways of advocating for their children in school.

Paniagua and D’Angelo (2017) assessed community-based interventions in two regions. The UK project appointed Parent Involvement Officers to enhance parent confidence and increase their involvement in Parent-Teacher Associations (PTAs) in schools. The officers appointed were of the same ethnic background as parents thus enabling them to act as cultural mediators. However, the onus for the success of the programme was wholly placed on the Non-Governmental Organisation (NGO) and focused on changing the practices of parents, devolving schools of responsibility. Findings highlight the need for schools to rethink the role and purpose of PTAs to be more inclusive of parents of diverse ethnic backgrounds. Paniagua and D’Angelo (2017) conclude that commitment ought to be made by schools availing of community-led interventions, in order to maximise participation and ensure accountability. Similar critique has also been pinpointed in two Canadian studies identified.

Jasinski (2012) carried out a pilot study of an intervention programme to familiarise EAL parents with the Canadian education system through providing parent classes. Each language group involved in the project was assigned bilingual mentors, who parents reported as vital in facilitating links. Belanger, Dalley, and Turner (2015) identify what now emerges as a common finding, that NGOs are crucial intermediaries between families and schools. They found that out-of-school homework clubs provide a supportive environment for migrant parents to learn how to become involved in their children’s education and also highlight the ability of community enterprises to heighten social integration. Nonetheless, they acknowledge, in conjunction with Jasinski (2012) and Paniagua and D’Angelo (2017), that where schools are not directly committed then transformation of home-school practices will be limited.

Sharing time, or ‘Show-And-Tell’ as it is widely known, is a common practice in US elementary classrooms though not necessarily in other educational systems. Protacio and Edwards (2015) found that migrant parents required specific guidance regarding how these sessions should be delivered but that once this had been offered subsequent sessions demonstrated increased engagement and provided a window on pupils’ home lives through the sharing of cultural artefacts. In another small-scale intervention aimed at incorporating pupils’ out of school funds of knowledge (FOK), that is the resources and capital culminated from pupils’ lived experiences, teachers worked with EAL learners to plan and deliver lessons to their peers (Johnson and Johnson 2016). As a result of planning sessions taking place in pupils’ homes, an interesting secondary outcome was that home-school communication improved. In a tech-based intervention, Miller (USA) (2017) gave pupils I-pads to record their experiences outside school and instructed them to narrate or scribe them in a language of their choice. Through participation teachers gained an insight into pupils’ home lives and migrant families were given a ‘virtual presence’ in the classroom.

The Learning Together Family Literacy Project (USA) was an afterschool programme jointly delivered by English as a Second Language (ESL) and mainstream teachers (Peercy, Martin-Beltram, and Daniel 2013). Parents learned of teacher expectations and teachers also recognised parents’ drive to assist their children in improving their reading skills. The authors put forward that all in the school community would benefit from ‘more opportunities to engage in sustained, meaningful interaction together’ (Peercy, Martin-Beltram, and Daniel 2013, 295). Similarly, crucial to the success of a project carried out by Rivera and Lavan (USA) (2012), was the recognition by educators that migrant parents experience unique barriers to participation.

Beneville and Li (2018) identified seven literacy intervention studies for pupils originating from Southeast Asia. They confirmed the belief that parents from Asian backgrounds often place a deep value on education and highlighted key components of successful literacy intervention programmes such as schools need to communicate directly with families regarding literacy practices at home and school. It is suggested that learning from this review could be applied to interventions in other curricular areas and in other regions.

In an overview of five parent education intervention programmes prevalent in the US Agnew-Tally and Mott (2018) identify four common components; child screening, home visits, the building of connections within the parent group and the establishment of networks for migrant families within and beyond the school setting. The study also contends that only by opening doors to culturally diverse communities, will schools familiarise with their FOK and initiate an asset-based approach.

An important theme running through these studies is the need for schools to get to know the parents and families of children who come from different cultures, and vice versa. Interestingly, none of the literature pertaining to home-school partnership interventions identified in this review, focused on programmes to educate teachers in how to effectively engage with EAL parents. However, three studies have identified the need for provision of initial and continued professional development for educators to prepare them to work with diverse populations (Haneda and Alexander 2015; Arnot et al. 2014; Hamilton 2013). Links between parental involvement and attainment is the second theme to emerge.

Investing in education: parental involvement and attainment

It is widely argued that there is positive correlation between parental involvement and pupil attainment (Brooker 2002). In England in 2017 when EAL learners outperformed their non-EAL peers at GCSE for the only time, former Education Secretary Michael Gove ascribed to this thinking, asserting that results were attributed to the high expectations of migrant parents and their investment in their children’s education (Hazell 2018). However, deeper interrogation of these results identifies significant geographical variation perhaps indicating that improved attainment could not be wholly apportioned to parental involvement but was rather a result of the interactions between families, schools and communities in those areas (Hazell 2018).

Niehaus and Adelson (USA) (2014) discovered that there were higher degrees of parental involvement in schools which provided support services and that increased parental involvement resulted in fewer social and emotional concerns. However, contrary to expectations Sibley and Dearing (USA) (2014) found that there were no significant positive associations between the two for US-born Asian and Hispanic pupils. They highlight that a mismatch between school and home cultures appears to present a significant barrier, ‘We suspect that if schools could better align with other home cultures, benefits of families’ engagement would be bolstered for a more diverse group of children’ (2014, 828).

Good, Masewicz and Vogel (USA) (2010) proclaim that parent partnerships alone will do little to close the attainment gap for EAL learners and should be coupled with systemic change. A key point to emerge from these studies is that the relationship between parental involvement and academic success is not simple and may depend on the type of parental involvement which occurs. Differing views of parents and teachers will now be discussed.

Disinterest or disrespect: differing views of parents and teachers

The level of parental involvement in migrants’ home countries is often the frame of reference for engagement with schools in the host country and where these two differ greatly it creates conditions that may disenfranchise EAL learners (Sainsbury and Renzaho 2011). Twenty-eight studies address the views of either teachers or parents (Appendix 4). Parents’ perceptions will be discussed followed by an analysis of those of teachers.

Parental perceptions

An investigation of Chinese immigrant parents’ involvement in the education of their children, identified many examples of differing expectations and beliefs (Zhong 2011). For example, failure of parents to visit school was not due to lack of interest but rather out of respect. Parents also expressed uncertainty surrounding the function of PTAs for similar reasons. Nonetheless, Zhong (2011) identified varied ways that parents supported academic development outside school, including the employment of personal tutors, and acknowledged that parents’ conceptualisations of school involvement continue to evolve in their new country. In contrast, a case study of PTAs in culturally diverse primary schools in Cyprus, found schools persisted in using traditional models of home-school partnership despite lack of engagement by migrant parents (Hajiosterio and Angelides 2016). Both educators and parents reported limited understanding of the other’s needs. Like their Chinese counterparts (Zhong 2011), many migrant parents from Arabic speaking backgrounds also avoid frequent visits to school as teachers are viewed as figures of authority (Sainsbury and Renzaho 2011). Sainsbury and Renzaho posit that ‘Professionals should look to empower parents with structural information about the key elements of the education curriculum and the specific homework requirements at the school with minimal reliance on written technical language’ (2011, 298). In another UK study Hamilton (2013) found that migrant parents were unfamiliar with the routines and expectations of schools.

In a study involving Hispanic migrants (USA), Berkule-Johnson et al. (2016) identified that mothers expressed a lack of confidence in assisting with homework but did consult with others on occasions where this was an issue, demonstrating an eagerness to assist. Beauregard, Petrakos and Dupont (Canada) (2014) also argue that while educators can readily name and shame the lack of practices of migrant parents, more fervent efforts are required to identify the understandings that influence them. Findings deduced that the level of home-school partnership was determined by the immigrant family’s linguistic and cultural background alongside attitudes of school personnel. Participants reported a preference for oral communication with school and cited poor relationship with the class teacher as the single biggest impediment to home-school partnership.

Sime, Fassetta, and McClung (2018) illuminate the circumstances that underpin an appearance of disinterest and low expectations from newly arrived Roma mothers in Scotland. Their conservative gender roles mean that mothers largely stay at home with children and experience little opportunities to develop English-language skills. The authors propose that schools could empower mothers to become more active participants in their children’s learning through offering parent education programmes and home language activities (Sime, Fassetta, and McClung 2018).

An examination of the experiences of primary school children from Syria educated in England (Madziva and Thondhlana 2017) identified that limited English-language acquisition combined with lack of knowledge of the education system, impacted parents’ ability to communicate with schools. The role played by the wider community in supporting the integration of Syrian families did in some instances facilitate greater home-school communication. Similar findings regarding a requirement for greater collaboration between schools and communities were reported by Jones et al. (2018). Though this study does not relate directly to home-school partnership, findings are relevant as they address parent-teacher relationships and parent awareness of in and out of school activities. In locales where there are high percentages of migrant families, parents express trust in school and there is evidence of relationship building over time (Jones et al. 2018).

Two other studies conducted in NI present conflicting views of parental regard for school. An investigation into effective practice of provision for EAL learners reported that parents were happy with the support provided for their children (ETI 2020). In contrast, a review of the Supporting Newcomer Pupils policy (Department of Education Northern Ireland [DEN]I 2009) in 2019 reported a lack of basic information regarding the education system in NI and parents expressed disappointment at being unable to become involved in their children’s education, despite strong motivation to do so (DENI 2019). Many felt too that when they approached schools with concerns they were not taken seriously, particularly if related to racial discrimination.

Parsons and Shim (USA) (2019) investigated barriers to parental engagement. Concurring with other studies they found that differing expectations between teachers and parents and lack of trust of school personnel were significant barriers (Peercy, Martin-Beltram, and Daniel 2013; Good, Masewicz, and Vogel 2010). They conjecture that this may be due to fear regarding immigration status and the perception that teachers are state representatives. Bendixsen and Danielsen (Norway) (2020) identified conflict between teachers’ middle-class views and the reality of life for migrant families. Unfamiliarity with the education system and their children growing up in areas of high social deprivation were the biggest risk factors in achieving academic success. Bendixsen and Danielsen (2020) contend that increased emphasis on parental involvement exacerbates the estrangement of EAL parents as they are less equipped than others with the cultural capital required to participate.

In an assessment of parents’ perceptions, Sibley and Dearing (USA) (2014) discovered that families who only used their first language at home, had negative opinions surrounding involvement in school-based learning. This may indicate that school efforts to elicit parental involvement are not effective with non-English speaking groups. The study also reported that perceptions were more positive the longer children had been in school, indicating the significance of relationship building over time. Nam and Park (USA) (2014) concur, identifying that parental involvement is limited with non-English speaking parents and that parental perceptions are increasingly positive the longer children have been in school. Poza, Brookes and Valdes (USA) (2014) discovered Hispanic parents were highly involved albeit through channels with which schools were not always familiar such as enrolling their children in afterschool programmes. Reliance on those outside school settings, did at times, result in information gaps and would indicate that power differentials impact on home-school links.

Whilst the above studies highlight many significant factors that impact negatively on the establishment of home-school connections, what is refreshing perhaps, is that each sought to foreground the voice of parents of EAL learners.

Teachers’ perceptions

In educating EAL learners, teachers are not only challenged to critically reflect on their pedagogy and practices, but also any underlying prejudices they may have towards certain ethnic groups (Knowles and Lander 2011).

Antony-Newman (Canada) (2019) asserts that teachers possess a narrow conceptualisation of home-school partnership and that the practices of ethnic minority parents often go unnoticed. The study suggests that while migrant parents have ‘many rich resources to offer’, ‘mutual miscommunication’ results in the failure to utilise these resources (2019, 373). The notion that teachers view migrant parents through a middle-class normative lens is reiterated by Lowenhaupt (USA) (2012). In a survey of principals and teachers, many reported that while parents attended parent-teacher conferences they failed to engage in other traditional modes of parental involvement, such as PTAs.

Haneda and Alexander (2015) found that the schools with the most effective home-school practices were those where ESL teachers and mainstream teachers worked collaboratively to engage parents through outreach activities. Success was also dependent on whether ESL teachers could speak the same language as parents.

Using critical discourse analysis Cunningham (2017) analysed UK teachers’ attitudes regarding EAL learners, discovering that participating teachers subscribed to stereotypical assumptions of certain ethnic groups. Similarly, Shalloo (2015) found, in an exploration of Irish teachers’ views of EAL learners, that teachers generally assumed that parents who came to Ireland for work were more engaged than refugees, while migrants of traveller descent were considered to have the lowest value for education. Martin et al. (Ireland) (2018) suggest that asylum-seekers are another particularly marginalised group and that teachers have an underdeveloped understanding of the living conditions experienced by these families. It is suggested that if teachers are to understand barriers and identify sources of cultural capital that make positive contributions, then they need to be given time to get to know asylum-seeking families. Dillon also argues that ‘curriculum overload’ (2012, 34) leaves little time for interactions with parents. Thus, limiting space for the development of positive parent-teacher relationships.

Flynn (2012) engaged specifically with Polish migrant families in the UK. She concurs with Shalloo (2015), that teachers view Polish pupils as hard-working and well-behaved while their parents are thought to be highly supportive. The fact that parents had acquired the social capital to capably navigate the school system perhaps explains teachers’ views of them and their children (Shalloo 2015). Views of families with less confidence and capital may not be so favourable (Flynn 2012). Nor will every Polish child fit into this conceptualisation. Each child and family whatever their ethnic or cultural background will have their own individual starting point and resources (Bendixsen and Danielsen 2020).

A qualitative study in Danish schools evaluated teachers’ perceptions of Somali diaspora, discovering parents were viewed as inadequate in providing academic support and in how they raised their children (Matthiesen 2017). Matthiesen (2017) argues that this deficit logic leads to the notion that parents require education in how to parent properly thus propagating an expert model of home-school partnership.

Findings suggest there is a need for mainstream teachers to learn about the cultural backgrounds of parents to avoid conceptualising too narrowly their education systems and child-rearing practices. Likewise, it is also important to note that parents are not homogenous representatives of their particular ethnic group but possess complex identities with varying cultural, linguistic and educational, backgrounds and experiences. Home-school communication was the fourth theme to emerge from home-school partnership studies.

Lost in translation: home-school communication

An oft cited reason for the challenging relationship between migrant parents and schools has been the language barrier. Dunn-Shiffman (USA) (2019) claims that the hypothesis, if parents and teachers speak the same language home-school relations will improve, is a simplistic assumption. Suggestion is made that parents require the provision of English-language instruction and essential technical skills in order to be able to fully engage with schools. The study also recommends that communication be delivered predominantly orally using interpreters, and that more time be provided for parent-teacher conferences (Dunn-Shiffman 2019).

In the US, Smith’s (2020) findings on teachers’ relationship building with Mexican migrant families, reinforced those of previous studies (Dunn-Shiffman 2019), stating that face-to-face interaction is imperative and that there is shared trust and understanding when teachers speak the same language as parents. A somewhat alarming finding was that all but one teacher reported inconsistencies in interpreting and were concerned that communication between home and school was being edited. This is disconcerting given that interpreters are often proffered as a tool for facilitating home-school communication (Ramirez 2003).

A study conducted in the UK investigated school approaches to the education of EAL learners (Arnot et al. 2014). Results indicated miscommunication between schools and the parents of EAL learners, as well as within the school context itself. They discovered that teachers were aware of factors such as home language and aspects of family circumstances but felt they had little knowledge of pupils’ prior educational experiences. They also acknowledged that engaging in informal discussions with parents was more difficult if parents had limited English-language proficiency. Arnot et al. suggest that the most significant barrier to home-school partnership is ‘the lack of staff knowledge of students’ and families’ backgrounds’ (2014, 86). They identify a need to encourage two-way dialogue between schools and EAL families.

In a subsequent paper, two of the authors of the above report, Schneider and Arnot (2018), explore home-school communication processes. While this study was conducted in post-primary schools it relates to the parameters of this literature search as it focuses on the parents of pupils who arrived in the UK during key stage two (aged 7–11 years). Schneider and Arnot (2018) conclude that schools do not communicate effectively with the parents of EAL learners. They propose that a ‘transactional home-school communication system with feedback loops’ (2018, 18) would empower parents with limited English-language proficiency. Drawing on international research the Bell Foundation (2020) proposes a re-evaluation of home-school communication models. They suggest use of audio, visual and text messaging as alternatives to written communication and reiterate recommendations from other studies such as home visits (Johnson and Johnson 2016).

Each of these studies point out that effective communication between schools and parents can be improved through a variety of means and is not dependent solely on parents' English-language proficiency.

Gaps in research in the UK and Ireland

This literature review has retrieved 17 articles relating to research in the UK and Ireland. These studies have addressed parental involvement and attainment (Hazell 2018), the perceptions of teachers and parents of learners with EAL (ETI 2020; DENI 2019; Jones et al. 2018; Martin et al. 2018; Sime, Fassetta, and McClung 2018; Cunningham 2017; Dakin 2017; Madziva and Thondhlana 2017; Shalloo 2015; Hamilton 2013; Dillon 2012; Flynn 2012), as well as home-school communication (Bell Foundation 2020; Schneider and Arnot 2018; Arnot et al. 2014). However, there is a distinct lack of studies on home-school partnership interventions in the UK and Ireland, particularly those which are school directed. Appendix 4 tracks the gaps in literature per geographical region. A single article partially discussed an NGO initiative in London (Paniagua and D’Angelo 2017), and in its conclusion the authors argue that there was a failure to build capacity in schools as teachers were not implicated in the delivery.

It may be unwise to assume that interventions applied in other jurisdictions would be relevant in the UK and Ireland due to significant differences in demographic and educational infrastructure. Nonetheless, there are undoubtedly replicable features from these studies in other geographical contexts. Interventions ought to be varied, incorporate home language usage (Beneville and Li 2018; Miller 2017), familiarise parents with the education system of the host country (DENI, 2019; Madziva and Thondhlana 2017), and utilise NGOs as linguistic and cultural brokers (Paniagua and D’Angelo 2017).

This review has clearly demonstrated current research trends in the UK and Ireland and highlighted a dearth of studies pertaining to home-school partnership interventions. Nonetheless it also identifies successful components of interventions implemented in other jurisdictions which may provide a guide for future research.

Discussion

A key implication emerging from these studies is that schools ought to make greater efforts to get to know families from backgrounds that differ to their own. This can only be achieved through active dialogue with pupils and their parents, alongside wider community engagement (Johnson and Johnson 2016). Such engagement would enable teachers to ascertain the capital already possessed by EAL families and implement strategies to embrace their FOK (Agnew-Tally and Mott 2018). It is also evident that an essential prerequisite for the success of any home-school partnership intervention must be the requirement for direct involvement of school personnel and a commitment to transform home-school partnership models (Nava and Lara 2016; Jasinski 2012).

As has been previously acknowledged, improved parental involvement appears to yield increases in pupil attainment. However, findings from the discussed studies would suggest that for EAL learners this relationship is much more nuanced with different types of involvement eliciting different effects (Hazell 2018; Koyama and Bakuza 2017). This is further complicated by obvious differences between teachers’ and parents’ perspectives regarding one another’s roles too.

Studies which explored the variety in parents’ and teachers’ opinions on home-school partnership show that there is a need to take a more collaborative approach. Chavez-Reyes (2010) argues that traditional models of home-school partnership are dictated by school requirements. Koyama and Bakuza (2017) contend too that the nature of home-school partnership ought to undergo critical analysis. However, efforts to initiate a collaborative approach in supporting EAL learners may only prove fruitful if supplemented by legislative obligations. Teachers’ practices, whether beneficial or prejudicial, are generally guided by personally held beliefs (Dakin 2017). Therefore, it is essential that home-school partnership models in the UK and Ireland are embedded in school policy.

This systematic review also provides evidence that effective home-school communication with EAL families is reliant on much more than translation. Implications are, that space and time need to be provided for relationship building (Smith 2020). It is only through multi-directional discussion that schools will avert racial, linguistic, cultural and ethnic stereotyping and become enlightened as to the types of support and interventions that parents desire and require access to (Schneider and Arnot 2018; Nam and Park 2014).

It would appear that in the UK and Ireland thus far, the engagement of teachers in intervention programmes has been virtually non-existent (Paniagua and D’Angelo 2017). The findings of this study serve as a ‘call to action’ for researchers and educators in both jurisdictions to initiate home-school interventions which maximise pupils’ FOK through authentic engagement, with their parents as genuine co-educators, and communities as supportive allies. Such interventions would provide a powerful tool in supporting EAL pupils in primary schools.

Conclusion

This paper describes a systematic review of home-school partnership for EAL learners in primary schools internationally and also illustrates the methodology utilised for a systematic review in social sciences. Several key features of successful EAL home-school partnerships have also been identified, and are as follows:

• Two-way home-school communication facilitating exchange of information

• Provision of a range of translation services, including apps

• A key link officer/teacher with whom parents feel comfortable and develop a sustained relationship

• Familiarise parents with the education system of the host country so they are aware of teachers'/schools’ expectations

• Building of relationships between teachers/schools and EAL families.

• Identifying parents’ needs/strengths/skills so that parental support/training is appropriate and needs-based

• Direct involvement of school personnel in home-school interventions to challenge underlying assumptions

• A collaborative approach between families, schools and communities

• Practice embedded in policy to ensure consistent provision

• Relevant professional development opportunities for school personnel so they can build the complex skill set required for working with EAL families

The main finding with relation to the UK and Ireland is that there is a lack of research on home-school interventions for EAL learners in these regions and recommends this as a focus for EAL research going forward, and crucially, that parents are asked for feedback on these well-intentioned initiatives so as to facilitate true partnership working. The study also highlights that underpinning this requirement, is a need for a sea-change in how teachers/schools perceive EAL parents and how EAL parents perceive teachers/schools, and that comes through learning about and understanding each other.

At the core of real partnership, is a sharing of power and responsibility, involving respectful dialogue and learning from each other. Therefore, it is crucial that EAL parents are viewed as active agents in their children’s educational development and given voice as valued members of the school community (Mitchell 2012). This interpretation of an inclusive school culture challenges traditional home-school models and requires a revisioning of how we work with parents whose first language is not English.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Maria Stewart

Maria Stewart is an Associate Lecturer in Pedagogy at St Mary's University College Belfast and a Doctoral researcher at Ulster University. Research interests include home-school partnership, learners with English as an Additional Language and special educational needs.

Barbara Skinner

Dr Barbara Skinner is a Senior Lecturer in TESOL (Teaching English to Speakers of Other Languages) in the School of Education at Ulster University. Dr Skinner's work explores issues concerning teachers' mental health, teacher education, higher education pedagogy and intercultural competence. Dr Skinner is a member of council for the British Education Research Association and the coconvenor of BERA's Language and Literacy SIG.

Heng Hou

Dr Heng Hou has been working at Ulster University since her appointment to the lectureship in MA TESOL in the School of Education in 2010. Research interests include online communities of practice and student teachers learning, ELT methodology, e-pedagogy and teacher education, EAL learners, educational technologies in the language classroom, Chinese learners, and qualitative research methodology and design.

Ronan Kelly

Ronan Kelly is a Doctoral Researcher at Ulster University. His research explores language development, identity and social integration for pupils learning English as an Additional Language (EAL).

Appendices

Appendix 1. Exclusions ASSIA

Table

Author(s)	Year	Title	Stage of Elimination	Exclusion criteria
Biedinger, N.	2010	Early Ethnic Inequality: The Influence of Social Background and Parental Involvement on Preschool Children’s Cognitive Ability in Germany	Title and abstract	Not primary Not English language learning
Park, H., Byun, S. and Kim, K.	2011	Parental involvement and Student Cognitive Outcomes in Korea: Focusing on Private Tutoring a Magazine of Theory and Practice	Title and abstract	Not English language learning
Stuft, D.L. and Brogidir, R.	2011	Urban Principals’ Facilitation of English Language Learning in Schools	Full reading	Not original empirical and included studies all pre-2010
Cheatham, G.A. and Ro, Y.E.	2011	A linguistic perspective on communication with parents who speak English as a Second Language: phonology, morphology and syntax	Title and abstract	Not education (focus linguistics)
McWayne, C., Hahs-Vaughan, D.L., Cheung, K. and Green Wright, L.E.	2012	National profiles of school readiness skills for Head Start children: An investigation of stability and change	Title and abstract	Not English language learning
Su, S., Li, X., Lin, D., Xu, X. and Zhu, M.	2013	Psychological adjustment among left-behind children in rural China: the role of parental migration and parent-child communication	Title and abstract	Not English language learning
Baydoun, N.	2015	The Perceived Effect of Parental Participation on the Academic Achievement of Female English as a Second Language Middle School Students in the Persian Gulf Region	Title and abstract	Not primary
Yuna, M., Hou, X., Yuang, J., Wang, W., Li, Y., Zhou, X. and Du, X.	2018	Educational inequality and achievement disparity: An empirical study of migrant children in China	Title and abstract	Not English language learning
Xu, L., Cheung, M., Leung, P. and Xu, Y.	2018	Migrant child phenomenon in China: Subjective happiness factors for assessing service needs	Title and abstract	Not English language learning Not education
To, S., So, Y. and	2018	Meaning-Making of Motherhood among Rural-to-Urban Migrant Chinese Mothers of Left-Behind Children	Title and abstract	Not English language learning Not education
Ying, L., Zhou, H., Yu, S., Chen, C., Jia, X., Wang, Y. and Lin, C.	2018	Parent–child communication and self-esteem mediate the relationship between interparental conflict and children's depressive symptoms	Title and abstract	Not English language learning Not education
Anison, M. and Noorfarah, M.	2018	Latino immigrant parents’ experiences raising young children in the absence of extended family networks in Canada: Implications for counselling	Title and abstract	Not education
Ying, L., Yan, Q., Shen, X., Jia, X. and Lin, C.	2019	Economic Pressure and Loneliness in Migrant Children in China: The Mediating Roles of Parent–Child Communication and Parental Warmth	Title and abstract	Not education
Su, Y., Di, X., Simpkins, S. and Warschauer, M.	2019	Does It Matter Which Parent is Absent? Labor Migration, Parenting, and Adolescent Development in China	Title and abstract	Not education
To, S., Kwok, C., So, Y. and Yan, M.	2019	Parent Education for Migrant Mothers of Left-Behind Children in China: A Pilot Randomized Controlled Trial	Title and abstract	Not education
Burgos, M., Al-Adeimi, M. and Brown, J.	2019	Needs of Newcomer Youth: C and A C and A	Title and abstract	Not primary
Van Pottleberge, A., Dupont, E., Caestecker, F., Van de Pute, B. and Lievens, J.	2019	Partner Type Attitudes of Parents and Adolescents: Understanding the Decline in Transnational Partnerships among Turkish Migrants in Flanders: IMR IMR	Title and abstract	Not education

Appendix 2. Data extraction form

Table

Title	Educational Concerns of Arabic Speaking Migrants from Sudan and Iraq to Melbourne: Expectations on migrant parents in Australia
Author(s)	Sainsbury, W.J. and Renzaho, A.M.N.
Source	International Journal of Educational Research (50) 291–300
Type of publication	Peer-reviewed journal article
Year of publication	2011
Country	Australia
Conceptual foundations	Language acquisition and intergenerational acculturation gap
Rationale of study	Global population displacement, 36% of Australian refugees located in Victoria Issues include: disrupted schooling, language barrier, diff settling in new environment
Research questions	What languages are used at home between generations? How is an Australian education model diff from previous experiences? What are the perceived barriers to adopting an Australian education model?
Sample	Post-prim pupils from Sudan and Iraq Parents from Sudan, Iraq, Lebanon from south-eastern and northern Melbourne
Data collection process	Interpretive paradigm framed within grounded theory. Focus groups
	13–17 yr old Sudanese 13–17 yr old Iraqi Sudanese fathers Sudanese mothers Iraqi fathers Iraqi mothers Lebanese mothers
	Data collected by 4 bilingual researchers
Data analysis process	Transcripts of focus groups, field notes, thematic analysis Verified by second and third authors
Findings	Importance of education for child’s success and family’s position in society. Can be positive (keen to facilitate child’s education) and negative (pressure on child) Model of parental involvement in Aus schools completely diff to that of home country. Previous education system acts as frame of reference. In home country teacher viewed as authority figure- minimal parental involvement 4 themes identified Imp of academic success Parents struggle in system that expects parental involvement Barriers (a) language (b) time Strategies for addressing barriers to involvement Encourage children to complete homework for benefit of future School placement: if education disrupted pupils placed in year below. If they don’t catch up with peers here many leave school Schools offering support and help to parents seen as having a positive role Students identified help with homework dependent on parent’s education level Strat for addressing barriers Homework support Education programmes to familiarise with education system Community groups as vehicle to disseminate info
Outcomes	Education of high value NOT low value to parents Parental role constructions are more fluid as a result of migration (pg 297) Parents have sense of efficacy about helping their child Parents ability to help with homework more affected by education level than English acquisition H-S communication preferred orally than in written form. Points to use of community groups, families, schools and communities working together to improve student learning. ‘Professionals should look to empower parents with structural information about the key elements of the educational curriculum and the specific homework requirements at the school with minimal reliance on written technical language.’ (pg. 298)
Quality rating	HIGH MODERATE LOW INSUFFICIENT Similar barriers identified in UK and ROI Strategies suggested for improving parental involvement

Appendix 3 Overview of included articles

Table

Author(s)	Title	Document type	Platform/ database(s)/ source	Country(ies)	Methodology	Quality rating	Research theme
Antony-Newman, M.	Parental involvement of immigrant parents: a meta-synthesis	Journal article	EBSCO	Canada	Meta-synthesis	High	Differing perspectives
Arnot, M., Schneider, C., Evans, M., Liu, Y., Welply, O. and Davies-Tutt, D.	School approaches to the education of EAL students: Language development, social integration and achievement	Research report on behalf of Bell Foundation	Handsearch	UK	40 interviews including 12 EAL children, 7 non-EAL children, 8 teachers, and 7 members of the senior management team and specialist staff (headteachers, deputy heads, EAL coordinators, and EAL lead teachers), three parent governors and parents as well as three local authority EAL advisors.	High	Home-school communication
Beauregard, F., Petrakos, H. and Dupont, A.	Family–School Partnership: Practices of Immigrant Parents in Quebec, Canada	Journal article	Citation tracking	Canada	Socio-demographic questionnaire Semi-structured interviews with 28 parents from 3 groups (Latin America, North West Africa, Central Africa)	Moderate	Differing perspectives
Belanger, N. Dalley, P. and Turner, K.	Newcomer Civic Participation: The Alliance Homework Club and the Integration of Next Generation Youth in Ottawa	Journal article	Web of Science	Canada	Case study of ethno-specific homework club	Moderate	Partnership interventions
Bell Foundation	Working with parents to support learning of pupils who use EAL	Teacher guidance	Handsearch	UK	Recommendations based on guidance in the report ‘Working with Parents to Support Children’s Learning’	Moderate	Home-school communication
Bendixsen, S. and Danielsen, H.	Great expectations: migrant parents and parent-school cooperation in Norway	Journal article	SCOPUS Web Of Science	Norway	45 interviews with parents (migrant and non-migrant) 15 interviews with school personnel	Moderate	Differing perspectives
Beneville, M.A. and Li, C.	Evidence-based literacy interventions for East/Southeast Asian English language learners A review of the research and recommendations for practice	Journal article	EBSCO SCOPUS Web of Science	USA	Systematic literature review	Moderate	Partnership interventions
Berkule-Johnson, S., Arevalo, J., Brockmeyer Cates, C., Weisleder, A., Dreyer, B.P. and Mendelsohn A.L.	Perceptions About Parental Engagement Among Hispanic Immigrant Mothers of First Graders from Low-Income Backgrounds	Journal article	Citation Tracking	USA	Interviews with 92 Hispanic mothers pre and post their child’s completion of first grade	Moderate	Differing perspectives
Chavez-Reyes, C.	Inclusive Approaches to Parent Engagement for Young English Language Learners and Their Families	Chapter of yearbook	EBSCO Google Scholar	USA	Literature review	High	Home-school partnership models
Cunningham, C.M.	Saying more than you realise about ‘EAL’: discourses of educators about children who speak languages beyond language	Thesis	EThOS	UK	15 semi-structured interviews with primary educators, field notes, informal observations, institutional paperwork, government guidance	High	Differing perspectives
Dakin, J.	Incorporating cultural and linguistic diversity into policy and practice: case studies from an English primary school	Journal article	Author contact	UK	Critical ethnography (field notes, interviews, documentary evidence) primary school in West Midlands	Moderate	Differing perspectives
Department of Education Northern Ireland	Supporting Newcomer Pupils Policy Review – Public Consultation	Public consultation document	Handsearch	Northern Ireland	Questionnaires and focus groups with teachers, parents and pupils	High	Differing perspectives
Dillon, A.M.	Supporting Home Language Maintenance among Children with English as an Additional Language in Irish Primary Schools	Journal article	Google Scholar	Ireland	Focus groups with 15 teachers Teacher questionnaires Classroom observations of 3 EAL children	Moderate	Differing perspectives
Dunn-Shiffman, D.	Learning to Communicate Across Language and Culture: Demographic Change, Schools, and Parents in Adult ESL Classes	Journal article	EBSCO	USA	Adult ESL learner survey Semi-structured interviews with 14 parents, 14 K–12 educators and 9 adult ESL instructors	High	Home-school communication
Education and Training Inspectorate	An Assessment of the Impact of Newcomer Pupil Premium in Primary and Post-Primary Schools	ETI report	Handsearch	Northern Ireland	Discussions with principals, relevant school personnel, EAL parents and pupils Review of documentation	Moderate	Differing perspectives
Flynn, N.T.	New Arrivals, New Challenges: the experiences of primary school teachers managing the English language acquisition of Polish children	Thesis	EThOS	UK	Interviews with 10 teachers Interviews with other school personnel including learning support and bilingual assistants	Moderate	Differing perspectives
Good, M.E., Masewicz, S. and Vogel, L.	Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families	Journal article	EBSCO	USA	Focus groups with teachers and parents	Moderate	Parental involvement and attainment
Grant, K. B.	Home, School and Community Collaboration: Culturally responsive family involvement	Book	Google Scholar	USA	Collection of vignettes and case studies on culturally responsive teaching	High	Partnership interventions
Hajiosterio, C. and Angelides, P.	Promoting immigrant parental involvement in culturally diverse schools through a multiple perspectives approach	Journal article	EBSCO SCOPUS	Cyprus	Teacher questionnaires and interviews with migrant and non-migrant parents and teachers	High	Differing perspectives
Hamilton, P.	Fostering effective and sustainable home–school relations with migrant worker parents: a new story to tell?	Journal article	SCOPUS Google Scholar	UK	Interviews with 9 Eastern European parents in 4 Welsh primary schools	High	Differing perspectives
Haneda, M. and Alexander, M.	ESL Teacher Advocacy Beyond the Classroom	Journal article	EBSCO SCOPUS Google Scholar	USA	Interviews with ESL elementary teachers	High	Differing perspectives
Hazell, W.	EAL pupils’ table-topping GCSE results: miracle or mirage?	Media publication	LexisNexis	UK	Analysis of GCSE data Semi-structured interview with director of NGO	Moderate	Parental involvement and attainment
Jasinski, M.A.	Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners	Journal article	EBSCO	Canada	Case study of ‘Helping Children Learn at Home’ parent’s intervention programme	Moderate	Partnership interventions
Johnson, E.J. and Johnson, A.B.	Enhancing Academic Investment through Home – School Connections and Building on ELL Students’ Scholastic Funds of Knowledge	Journal article	Citation tracking	USA	Case study of classroom based intervention	High	Partnership interventions
Jones, S., Mc Mullan, J., Campbell, R., Mc Laughlin, J., Mc Dade, B., O’Lynn, P. and Glen, C.	Multilingual Minds: the Mental Health and Wellbeing of Newcomer Children and Young People in Northern Ireland and the role of the Education Authority Youth Service.	EA report	Handsearch	Northern Ireland	Questionnaires and focus groups with EA personnel and youth and semi-structured interviews with school personnel	Moderate	Differing perspectives
Koyama, J. and Bakuza, F.R.	A timely opportunity for change: Increasing refugee parental involvement in U.S. schools	Journal article	EBSCO SCOPUS Web of Science	USA	47 interviews with parents Observations at school and community events	High	Differing perspectives
Lowenhaupt, R.	School Access and Participation: Family Engagement Practices in the New Latino Diaspora	Journal article	Web of Science	USA	115 principal surveys 152 teacher surveys	High	Differing perspectives
Madziva, R. and Thondhlana, J.	Provision of quality education in the context of Syrian refugee children in the UK: Opportunities and challenges	Journal article	Web of Science	UK	Interviews with 16 Syrian adults and 15 children Focus group with 5 Syrian post-primary pupils 26 interviews with school and council personnel and community representatives	High	Differing perspectives
Martin, S., Horgan, D, O’Riordan, J. and Christie, A.	Advocacy and surveillance: primary schools teachers’ relationships with asylum-seeking mothers in Ireland	Journal article	EBSCO SCOPUS	Ireland	Semi-structured interviews with migrant mothers, teachers and principals	High	Differing perspectives
Matthiesen, N.C.L	Working together in a deficit logic: home-school partnerships with Somali Diaspora parents	Journal article	EBSCO	Denmark	Exploratory case study of 4 Dutch-Somalis	High	Differing perspectives
Miller, M. E.	Translingual Home to School Connections: Including Students’ Heritage Languages and Cultural Experiences in the Curriculum through Family eBooks	Thesis	Handsearch	USA	41 researcher visits (ethnographic) to second grade classroom for eBook project	High	Partnership interventions
Nam, B.H. and Park, D.B.	Parent involvement: perceptions of recent immigrant parents in a suburban school district, Minnesota	Journal article	EBSCO	USA	Survey of 106 immigrant parents	Moderate	Differing perspectives
Nava, P. and Lara, A.	Reconceptualizing Leadership in Migrant Communities: Latina/o Parent Leadership Retreats as Sites of Community Cultural Wealth	Journal article	EBSCO	USA	Case study of Migrant Parent Leadership retreat	Moderate	Partnership interventions
Niehaus, K. and Adelson, J.L.	School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners	Journal article	EBSCO Google Scholar Web of Science	USA	Analysis of secondary data of 1,020 ELL participants of Early Childhood Longitudinal Study Parent interviews Survey of teachers and school administrators	High	Parental involvement and attainment
Paniagua, A. and D’Angelo, A.	Outsourcing the State’s responsibilities? Third Sector Organizations supporting migrant families’ participation in schools in Catalonia and London	Journal article	Web of Science	UK Spain	An analysis of two third sector organisation initiatives for migrant parents	High	Partnership interventions
Parsons, M.W. and Shim, J.M.	Increasing ELL Parental Involvement and Engagement: Exploration of K-12 Administrators in a Rural State	Journal article	EBSCO	USA	Online survey with 71 school personnel	High	Differing perspectives
Peercy, M. M., Martin-Beltran, M. and Daniel, S.M.	Learning together: creating a community of practice to support English language learner literacy	Journal article	EBSCO	USA	Case study of Learning Together Family Literacy programme	Moderate	Partnership interventions
Poza, L., Brooks, M.D. and Valdes, G.	Entre Familia: Immigrant Parents’ Strategies for Involvement in Children’s Schooling	Journal article	Citation tracking	USA	24 semi-structured interviews with Latino parents	High	Differing perspectives
Protacio, M.S. and Edwards, P.A.	Restructuring Sharing Time for English Learners and their Parents	Journal article	EBSCO SCOPUS Web of Science	USA	Observations of joint parent and child planning and presentation sessions for sharing time for 2 immigrant parents Follow-up parent interviews	Moderate	Partnership interventions
Rivera, L. and Lavan, N.	Family Literacy Practices and Parental Involvement of Latin American Immigrant Mothers	Journal article	Citation tracking	USA	Family literacy intervention programme: Parent and Child Together (PACT) Observations of sessions Interviews with participating teachers and parents	High	Partnership interventions
Sainsbury, W.J. and Renzaho, A.M.N.	Educational Concerns of Arabic Speaking Migrants from Sudan and Iraq to Melbourne: Expectations on migrant parents in Australia	Journal article	EBSCO ASSIA	Australia	Focus groups with pupils and parents originally from Sudan, Iraq and Lebanon	High	Differing perspectives
Schneider, C. and Arnot, M.	Transactional school-home-school communication: Addressing the mismatches between migrant parents’ and teachers’ views of parental knowledge, engagement and the barriers to engagement	Journal article	EBSCO SCOPUS Web of Science	UK	Mixed methods case study of 2 secondary schools in England	High	Home-school communication
Shalloo, E.	An Exploration of the Perspectives of Mainstream Primary Class Teachers on Supporting Children Learning English as an Additional Language	Thesis	EThOS	Ireland	Semi-structured interviews with teachers	Moderate	Differing perspectives
Sibley, E. and Dearing, E.	Family Educational Involvement and Child Achievement in Early Elementary School for American-born and Immigrant Families	Journal article	Citation tracking	USA	Data drawn from Early Childhood Longitudinal Study Child cognitive assessments Phone interviews with migrant parents	High	Parental involvement and attainment Differing perspectives
Sime. D., Fassetta, G. and McClung. M.	‘It’s good enough that our children are accepted’: Roma mothers’ views of children’s education post migration	Journal article	EBSCO ASSIA Web of Science	UK	Interviews with 10 Roma parents and 22 Roma parents	Moderate	Differing perspectives
Smith, J.	Teachers’ perspectives on communication and parent engagement in early childhood education programmes for migrant farmworker children	Journal article	Web of Science	USA	Interviews with 10 teachers working on a summer programme to support migrant farm workers’ families	Moderate	Home-school communication Differing perspectives
Zhong, L.	Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices	Thesis	EThOS	Canada	Interviews with 12 Chinese migrant couples Field notes	High	Differing perspectives

Appendix 4. Evidence gap map

Table

		THEMES
		Home-school partnership interventions	Parental involvement & attainment	Perspectives of teachers & parents	Home-school communication	Home-school partnership models
COUNTRY OF ORIGIN	Australia			1
	Canada	2		3
	Cyprus			1
	Denmark			1
	Ireland			3
	Northern Ireland			3
	Norway			1
	Spain	1
	Great Britain (exc NI)	1	1	6	3
	United States	8	2	9	2	1
		12	3	2	5	1

*This map includes only those studies rated as high or moderate.