At the beginning of the year, I send out a parent letter to introduce second grade parents and other parents new to the district to the program and to refresh the minds of parents who have third and fourth graders about the listening/speaking goals of our program. I enclose a curriculum map and ask for donations/loans of cultural materials parents may have in their households from traveling or as gifts.
Then, at our formal open house in early September, all visitors receive a special "passport." Parents and children are encouraged to visit all the spots highlighted. When someone visits, a sticker or rubber stamp image fills in the space next to the location. Children bring these passports to their class the next day for rewards. This really ups the participation. Since I have no room to call my own, I set up a table with musical instruments for children to play at the end of a hallway and have Spanish music playing. I am never short of visitors and find I get to shake hands with most parents.
I write a "Spanish News" column in the quarterly PTO newsletter. I outline expectations, projects, and activities of the various grade levels. I try to find novel ways to complement the parents who give my program support throughout the year by visiting a class and sitting next to their child (What a thrill for the child!), helping with special events, or visiting my website with their child.
I also keep my eye on the newspaper for any cultural events that directly or indirectly link to classroom activities. I have sent home a flyer for the following events: a visiting scientist at the local univeristy offers the opportunity to see a real condor up close, traditional Mexican music programs, travelogues about Spanish-speaking countries at a large venue, a symphony orchestra presentations featuring Iberian music, a Machu Picchu exhibit, a Giganotosaurus skeleton from Argentina appearing at a local science museum, and a bilingual children's programs on Saturday morning in a library.
Finally, I utilize a large bulletin board outside of the main office to keep parents aware of the scope and vitality of the FLES program with children's work and general displays relating to content.
Any sincere efforts towards better parent/caregiver relations will benefit your FLES program greatly.
