This chapter explores the dynamics of parental involvement in immigrant learners' education with specific focus on areas of involvement, possible challenges, and strategic ways of mitigation against such challenges. Parental support may take a variety of ways including learning activities at home, family involvement at school, school outreach programs that engage families such as volunteerism and supportive parenting activities. In this endeavor, challenges such as language barrier, culture conflicts, teachers' perceptions of parents and learners, literacy levels of the immigrant parents, curriculum diversities, as well as unavailability of resources are likely to arise. Mitigating strategies explored in this chapter include forums for educators and immigrant parents, training for parents on effective communication and school policies, as well as regular evaluation of parental support programs. This information is critical for educators and policy makers since it illuminates factors affecting the partnerships between schools and home environments for immigrant learners.

There have been ongoing cervical cancer campaigns in Kenya, targeting cervical cancer awareness and the need to go for cervical cancer screening (National Cervical Cancer Prevention Program, 2012). However, data depicts that there is a low level of screening and uptake among the rural population (ICO Information Centre on HPV and Cancer, 2014). This study adopted a descriptive research design, taking on qualitative data methods of focus groups discussions and in depth interviews, with a purpose of finding out the communication challenges of cervical cancer screening awareness and uptake among rural women in Bungoma County, Kenya. The objectives of the study were to: find out the communication channels used during the campaigns; and to understand the challenges of communicating cervical cancer screening messages to rural women in Bungoma County. A total of 40 women were interviewed from the Mt. Elgon Constituency in Bungoman County. The data was analysed by using QSR-Nvivo. The findings of the research showed that the main communication channels of cervical cancer were media, health education, and road shows. The main communication challenges of cervical cancer screening and uptake were: lack of cervical cancer terminology; inadequate information on the communication channels; and fear among women. There were low levels of cervical cancer awareness and uptake among the participants. One of the recommendations was the need for educating media personalities and other key health informants on cervical cancer for increase in uptake of screening services.

This chapter explores the dynamics of parental involvement in immigrant learners' education with specific focus on areas of involvement, possible challenges, and strategic ways of mitigation against such challenges. Parental support may take a variety of ways including learning activities at home, family involvement at school, school outreach programs that engage families such as volunteerism and supportive parenting activities. In this endeavor, challenges such as language barrier, culture conflicts, teachers' perceptions of parents and learners, literacy levels of the immigrant parents, curriculum diversities, as well as unavailability of resources are likely to arise. Mitigating strategies explored in this chapter include forums for educators and immigrant parents, training for parents on effective communication and school policies, as well as regular evaluation of parental support programs. This information is critical for educators and policy makers since it illuminates factors affecting the partnerships between schools and home environments for immigrant learners.

The concepts discussed in this chapter were conceptualized out of the experiences of lecturers and researchers who have from time to time found themselves in situations where their learners require extra support for them to navigate through the academic rigor expected of them. Linguistic competence of the language of instruction has been proven to contribute significantly to a learner's success since through this medium, knowledge is acquired and disseminated. Language can thus be a facilitator or impediment of knowledge acquisition. Thus, institutions of higher learning must strive to put in place strategic mechanisms to support learners especially in a time when higher education is experiencing greater internationalization with diverse learners. The chapter discusses strategies that would support such learners, with a view of encouraging the players in higher education to explore opportunities for such support which may be available both inside and outside the classroom.