Cultural Competence in Alberta Schools: Perceptions of ESL Families in Four Major School Boards

Abstract

Complex linguistic, acculturative, and social needs of English-as-a-second-language (ESL) learners challenge the K-12 education system to develop cultural competence in working with culturally diverse families. This study surveyed 242 self-identified ESL students and their parents from four of Alberta’s major school boards. Results of the survey questionnaire offer insights into the perception of ESL learners and their parents on how Alberta schools respond to cultural diversity with respect to school environment, cultural representation, school practices, competence of school staff, school- and student-family interactions, family-school communication, school-community collaboration, and involvement of families in school activities.