As early childhood education programs in the United States increasingly serve a growing number of children from linguistically and culturally diverse families, understanding teacher practices to better serve these families continues to be an important focus for the profession. In programs that serve migrant farmworker families, little is known about teachers’ communication practices and ways in which teachers promote parent engagement with migrant farmworker families. This article explores the practices of teachers relevant to family communication and engagement in Migrant and Seasonal Head Start programs, a branch of Head Start program for farmworker families, mostly of Mexican origin. This study used qualitative methods of in-depth interviews and a focus group to bring forth the perspectives and lived experience of Spanish-speaking and English-speaking teachers working with farmworker families in the Great Lakes region of the United States. Key findings illustrate the role of shared language and culture, mediated language barriers, the reliability of interpreters and written communication, and authentic ways of creating home–school connections with the migrant farmworker community.

中文翻译：

---

教师对农民工子女的早期教育计划中的沟通和父母参与的看法

随着美国的幼儿教育计划越来越多地为越来越多来自语言和文化上不同的家庭的儿童提供服务，了解教师的做法以更好地为这些家庭服务仍然是该行业的重要重点。在为农民工家庭服务的计划中，关于教师的交流做法以及教师促进父母与农民工家庭互动的方式知之甚少。本文探讨了与家庭交流和季节性移民启蒙计划相关的教师实践，移民和季节性启蒙计划是针对农民工家庭（主要是墨西哥裔）的启蒙计划的一个分支。这项研究使用定性的深入访谈方法和一个焦点小组来提出与美国大湖区的农场工人家庭一起工作的讲西班牙语和英语的老师的观点和生活经验。主要研究结果说明了共享语言和文化的作用，中介的语言障碍，口译员和书面交流的可靠性，以及与移民农民工社区建立家庭与学校联系的真实方式。