Scholars have argued for collaborative parent involvement programs for minority students and English language learners' (ELLs) families to improve their academic success. Despite the trend toward collaboration, students' home languages and culture continue to be seen as a liability in the learning process; this sentiment has created a backlash position that claims children have a linguistic (human) right to retain their language, even when learning in school. Schecter and Cummins (2003) used the term "inclusive" as an alternative to these arguments, since "it highlights the interests of the entire society rather than those of a particular minority group and, in so doing, transcends the "us" versus "them" mentality that characterizes much of the debate" on ELLs in public schools. In the introduction of "Inclusive Pedagogy," Verplaetse and Migliacci (2008) listed the tenets of inclusive pedagogy as cited in Chow and Cummins (2003): (1) students' language and culture are valued as resources for learning; (2) parent involvement is extremely important for the learning process; (3) teachers are committed to connecting with students personally as well as instructionally; (4) teachers understand and value students' literate experiences in the home language outside school in combination with English literacy in school; and (5) teachers understand that literacy learning is both a cognitive and an affective process. This chapter focuses on the second tenet and extends attributes of inclusive pedagogy to generate inclusive approaches to parent involvement with immigrant families of ELLs in primary grades. (Contains 1 chart and 2 figures.)