Engaging the Families of ELL Students

February 2nd, 2026

Throughout the world, parents, in general, want their children to have a better life than they themselves have had. They want to know that their children have an equal opportunity to benefit from the knowledge that is available to the world. They want to be able to trust the school to which they entrust their children daily, and know that the school will provide the safety, guidance, and materials needed for the child to achieve a quality education: so that the child can succeed in the real world.

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It is difficult for parents to “monitor” many of the child’s daily learning activities at school, so there is naturally anxiety and concern about whether the child is getting what she will truly need. From a parental perspective, there is also always going to be concern about “value”: “Is my child getting the best possible education?” Might this concern be even greater for the parents of English Language Learners (ELLs)?


For ELL students and their families, it can seem as if they live in two separate worlds, one at home and at school (Freeman and Freeman, 2001). Yet learning English has immediate outward evidence in the everyday life of an ELL student. When parents and guardians have opportunity to see that the language learning results are tangibly evident, they become more supportive of the teachers who are helping their children develop in the language.

Bridging the Gap Between School and Home for the ELL Student

One of the greatest benefits of the unique environment of GrapeSEED is the extension learning that can be done at home. Parents see their child watching the DVDs at home or listening to the CDs while in the car, perhaps. They see their child’s appetite for knowledge be met with all the materials needed to grow in proficiency at her own rate. The results can be seen and experienced daily by the whole family (especially when they all sing the songs together)!


Proficiency in the English language can only come through a lot of practice; and much of that practice (keeping in mind a certain amount of exposures is essential) will take place in a home setting using the student materials designed for that purpose. Yet the design of the curriculum is meant to be “parent friendly” in its “edutainment” value, variety of content, and ease of use.

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The more the parent participates – if only in emotional support and encouragement – the more secure the child feels about participating. The more secure the child, the more she will take advantage of the materials available and the more she will interact with her teacher. The gap between the two worlds of home and school begins to close – and that can only be good for the success of the ELL student in English.

More than 50 years of experience in school/parent/child relationships has been integrated into GrapeSEED. To learn more, please Contact us!

Planting Seeds for Summer: Why February Is the Perfect Time to Think About Language Growth

February 16, 2026
February is a unique moment in the school year: routines have been established, students are settled, and teachers can clearly see areas of growth as well as emerging needs. It’s also a natural pause before the busy spring months. All of this makes February an ideal time to reflect and to look ahead. For multilingual learners, what happens after the school year ends matters more than we often realize. The Summer Learning Opportunity Extended breaks can unintentionally slow language development, particularly in listening, vocabulary, and verbal confidence. However, when summer instruction is intentional and well designed, it can do more than maintain progress—it can accelerate it. The key is ensuring summer learning feels inviting, engaging, and developmentally appropriate. What Works for Young Language Learners Effective summer language programs share common elements that support growth without feeling like “more school”: A low-stress environment where students feel comfortable taking risks with language Consistent exposure to English through stories, songs, shared reading, and movement Natural repetition and routine that strengthen foundational English language skills Multi-sensory learning experiences that keep students engaged and motivated When language is experienced rather than practiced in isolation, children remain curious, confident, and connected. Why February Is the Time to Think Ahead February isn’t about making immediate decisions—it’s about asking the right questions: How can summer learning support language development without burnout? What experiences will help students feel successful and excited to learn? How can summer instruction align with the strengths of our school-year approach? Exploring these questions now allows schools to plan thoughtfully rather than reactively. A Season for Planting Ideas Strong summer programs build on what young learners love most—music, stories, movement, and interaction—while quietly reinforcing the language skills they need to grow. February offers the space to imagine a summer experience that supports continuity, confidence, and joyful learning long after winter fades. Ready to learn how GrapeSEED can be a meaningful part of your school’s summer learning?

Smiles, Snacks, And Sanity A Self-Care Guide for Teachers

February 3, 2026
If you’re an elementary teacher working with multilingual learners, you already know your work is full of heart, hustle, and highlighters. But let’s be honest—supporting language learners takes a lot of energy. That’s why self-care isn’t a luxury. It’s a must. You’re juggling language development, academic growth, cultural connection, and emotional support. And while your students are growing every day, you need time to recharge, too. Here’s a quick self-care recipe to keep your cup full: ๐Ÿงก Smiles: Find Joy in the Little Things Celebrate the small wins: a new vocabulary word, a student’s laugh, a kind moment. Write one highlight on a sticky note each day. It’s a mood booster—and a reminder that you’re making a difference. ๐ŸŽ Snacks: Fuel Your Body (and Soul) Don’t skip lunch! Keep a stash of healthy snacks (and maybe a treat or two) nearby. Food is fuel, and sometimes chocolate is emotional first aid. ๐Ÿง  Sanity: Protect Your Peace Say no to that extra committee if you’re overwhelmed. Take 5 minutes to breathe or stretch between lessons. Step outside during a break of any kind, even for just a second or two. Talk to someone who “gets it”—sharing helps lighten the load. You Matter Your students need you AND they also need you to be okay. When you take care of yourself, you’re showing them how to care for themselves, too. So go ahead, teacher: smile, snack, and protect your sanity. You can’t do it all , but you CAN do a lot more when you’re well. At GrapeSEED English for Children, we value teachers and work to make certain that those using our curriculum feel supported. With a personal Professional Learning Specialist that teaches can communicate with anytime, a teacher portal, on-demand PDs and so much more, we’ve got our teachers covered! Ready to learn more about getting started with GrapeSEED in YOUR classroom? Just click here for more information.

New Year, Clearer Path: Decluttering for Stronger Language Learning

January 20, 2026
January is the season of decluttering, but in schools, it’s about clearing space for what truly matters! This month’s blog explores how thoughtful organization supports multilingual learners and why strong language systems are worth keeping. A little clarity now can create momentum that lasts all year… and beyond!

Midyear Glow-Up: Refreshing Routines in Your Classroom!

December 11, 2025
The new year is a perfect time for reflection and renewal—not just for us, but for our students, too. After a long winter break, January offers a natural opportunity to revisit and reinforce classroom routines and procedures, especially in multilingual classrooms where clarity and consistency are key to helping all students feel secure and successful. For multilingual learners, routines are more than just classroom management—they provide language-rich structures that support understanding, reduce anxiety, and foster confidence. Whether students are newcomers or have been learning English for years, a clear and predictable environment helps them focus on learning rather than guessing what’s expected. Start the month by gently reviewing procedures: entering the classroom, transitioning between activities, participating in group work, asking for help, and using classroom materials. Model each step and invite students to demonstrate, using visuals, gestures, and multilingual supports when possible. Pair verbal directions with pictures or sentence stems to help students connect words with actions. This not only aids comprehension, it builds community and shared responsibility. Remember, reviewing routines isn’t about enforcing rules—it’s about resetting the tone for a peaceful, productive, and joyful classroom. Make space for students to share what helps them learn best and celebrate the positive habits they already bring with them. By investing time in January to revisit expectations with warmth and intention, you're setting the stage for a second half of the school year filled with growth, laughter, and learning—for every student, in every language.
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