Parent-teacher collaboration (PTC) is always realized as one of the most important factors in a child’s education (Epstein, 2013; 2018; Bæck, 2010; 2015). However, this factor becomes inevitable when it comes to immigrant parents (Sibley & Brabeck, 2017) particularly newly arrived ones (Suarez-Orozco, 2010; Bajaj & Suresh, 2018; Short & Boyson, 2012). The aim of the article is to examine the teacher’s perceptions and experiences of collaborating with parents of newly arrived minority language pupils (NAMLPs).

Undoubtedly, parent involvement is important but often difficult for immigrant parents, particularly newly arrived ones. For example, most of the parents can’t speak the host country's language. Most of the NAMLPs’ parents have either no formal education or less-educated and limited marketable skills (Norozi, 2019; Sibley & Brabeck, 2017; Suarez-Orozco, 2010). NAMLPs’ parents are mainly new to the host society and culture. Immigration tends to have a destabilizing effect on the family (Suarez-Orozco, 2010). Parents are confronted with the simultaneous tasks of adapting to new land while still fulfilling traditionally expected familial roles. Certainly, immigrant parents (as other parents) want their children to do well in school. Indeed, for many parents, the reason to immigrate is prompted specifically by a desire to provide better education and a future for their children (Lea, 2012). It is paramount that we deepen our understanding of the processes that contribute to NAMLPs’ education. As the landscape of our schools continues to change, the key role of teachers (particularly those who work with NAMLPs) in facilitating healthy and successful transitions for the immigrant population has become ever more pronounced.

In Norway, official government policy documents, as well as Education Act, emphasize that the responsibility to arrange for good home-school cooperation lies within the school (Norwegian Ministry of Education and Research, 2010). The Norwegian policy shows a will to cooperation, but the implementation of the policy can still be improved. One of the reasons is that teachers do not have the required competency to work with multicultural pupils and their parents (OECD, 2021). Bæck’s study (2010), conducted with Norwegian teachers from elementary and lower secondary schools, shows insecurity among the teachers when it comes to PTC. In her, another study that is to understand teachers’ point of view about PTC, Bæck (2015) highlights that relating to parents be difficult, demanding, and stressful for teachers.  

Faugstad and Jenssen (2019) point out that teachers, to a large extent, rely on their own experiences in developing practices for PTC. They further mention that teachers receive little support from the education system and their schools. Parent-teacher conferences are largely characterized by formalities that seem to hinder a genuine collaboration. Walker (2018) confirms that teachers seem insufficiently prepared for PTC into professional action. Another reason for a challenging PTC with newcomer parents is teachers´ perceptions about diversity and minority children and their families. Lea counts Portuguese teachers’ expectations and behavior with migrant parents as the main reason for “where cooperation does not function” (p.112). According to Lea, generally, teachers have the stereotypical ideas of migrant parents as being dysfunctional.

On the other hand, teachers’ perceptions of diversity and minority pupils guide their practices and attitude. If teachers have a pluralistic ideology of diversity and motivation, then they think of minority parents as resources (Dubbled et al., 2017; Horenczyk & Tatar, 2002; Tatar & Horenczyk, 2003; Norozi, 2019; Cummins, 2014). Some research (Cummins, 1986; Lea, 2012) shows that even illiterate parents can support their children´s education.

This study By zooming in a special class (reception class or welcome classes and in Norwegian inføringsklasse) designed specifically for NAMLPs, this article examines perceptions and practices that the teacher has innovated to involve parents both in and outside of the classroom. This article seeks to contribute to the literature on newcomer parent involvement and the ways to make schooling a relevant and successful experience for NAMLPs and their parents. The question pursued is what are the teacher’s perceptions and experiences of collaborating with parents of NAMLPs in the Norwegian elementary reception class? Methodology Important insights have been gained from the analysis of data corpus collected through interviews, conversations, and video observations of one reception teacher (Anne; pseudonym). The issue of generalizability is debated due to the limited number of participants in the study. And the basic question is raised: Can qualitative research be generalized at all? Qualitative research is often context-bound, local, and conducted with one or a few participants. The counterargument is that qualitative research can be generalized. This argument is presented with the reasoning of applying concepts, metaphors, methodological choices, theories, and implications (Maxwell, 2013). We will provide a detailed description of the research context and the informant in the paper. This detailed description enables readers to understand the ‘big picture’ and evaluate how findings can be generalized because of shared characteristics (Creswell, 1998).

Bronfenbrenner´s ecological system theory (Bronfenbrenner, 1977; Bronfenbrenner, 1986) is utilized to frame the findings. In rearticulating this framework for the distinct group of newcomer parents, we highlight the five tenets namely microsystem, mesosystem; exosystem macrosystem, and chronosystem. Some examples from the data corpus are utilized (in full manuscript) to demonstrate how Anne’s perception and practices are constructed to involve newcomer parents in day-to-day school life. As Anne mentions “it is a process for me to learn how to work and give and get adequate support from parents”. Reflecting on her experiences Anne finds newcomer migrant parents flexible and cooperative and so keen that their children should do best at schools. Anne sees hope in newcomer parents. Diverse activities (detail in the manuscript) are organized by Anne and the parents together. For example, Parents lead NAMLPs´ trips, Dames´ kveld (ladies evening; mothers only evening) and parents become teachers. According to Anne, even simple reading Norwegian text is encouraging for newcomer parents and their children. Such sessions place parents and their strengths at the heart of these activities making it a great moment for PTC. “I truly see them (parents) a big help for me”, states Anne. This paper presents that if the teacher has positive/pluralistic perceptions of NAMLPs and is motivated, then s/he finds ways to PTC that are of utmost importance in NAMLPs’ education. These approaches are not judged as right or wrong, perfect or imperfect rather appreciated as self-constructed and self-initiated approaches. Anne’s intentional practices are aimed to allow greater reciprocity between the school and NAMLPs’ parents. However, it needs a whole school approach. PTC will surely help to better understand and meet the needs of NAMLPs in reception schools. Only Norwegian policy’s will is not enough, but the implementation of policy can be improved (Lea, 2012) by providing ongoing professional support to teachers who work with NAMLPs.

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