Purpose: There has been a significant increase in the number of immigrant families moving to rural communities across the United States. Yet limited research exists that explores relationships between immigrant families and schools in these communities. Rural school districts are often challenged by insufficient resources, expertise, and infrastructure to respond. Adult English as a second language (ESL) programs can be valuable partners. This article explores how instructors in a regional adult ESL program supported relationships between immigrant families and schools in a rural Virginia school district. Research Methods: A case study was conducted between 2014 and 2015. Data collection included observations of adult ESL classes; semistructured interviews with adult ESL instructors, parents of school-age children, and school district leaders and teachers; open-ended questions on a parent survey; and documents. Findings: Four interrelated practices of the adult ESL instructors facilitated understanding and communication between immigrant families and K-12 educators. Adult ESL instructors disseminated information, explained cultural norms and expectations, coached family-school interactions, and created opportunities to connect families and educators. Supporting conditions included characteristics of the adult ESL classes, district leadership and sense of urgency, and multilayered relationships of professionals and actions of the adult ESL coordinator. Implications for Practice: Given the right conditions, adult ESL programs can be valuable partners for rural education leaders seeking to strengthen engagement with immigrant families. These programs can facilitate linkages between schools and adult ESL learners who are parents or caregivers and can be a professional development resource for building district capacity to engage with immigrant families.

中文翻译：

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支持移民家庭和农村学校：成人 ESL 课程跨越边界的可能性

目的：迁移到美国农村社区的移民家庭数量显着增加。然而，探索这些社区中移民家庭与学校之间关系的研究有限。农村学区经常面临资源、专业知识和基础设施不足的挑战。成人英语作为第二语言 (ESL) 课程可以成为宝贵的合作伙伴。本文探讨了区域成人 ESL 课程的教师如何支持弗吉尼亚州农村学区的移民家庭与学校之间的关系。研究方法：在 2014 年至 2015 年期间进行了一项案例研究。数据收集包括对成人 ESL 课程的观察；与成人 ESL 教师、学龄儿童家长的半结构化访谈，以及学区领导和教师；家长调查中的开放式问题；和文件。调查结果：成人 ESL 教师的四种相互关联的做法促进了移民家庭与 K-12 教育工作者之间的理解和交流。成人 ESL 教师传播信息、解释文化规范和期望、指导家校互动，并创造机会将家庭和教育者联系起来。支持条件包括成人 ESL 班级的特点、地区领导和紧迫感，以及专业人士的多层次关系和成人 ESL 协调员的行动。实践意义：如果条件合适，成人 ESL 课程可以成为寻求加强与移民家庭接触的农村教育领导者的宝贵合作伙伴。