Information is presented about parent involvement in general and, specifically, about practical strategies for developing partnerships with language minority parents. A framework is provided for fostering cooperation between home and school, given the special factors that should be considered as non-native English speaking families become more familiar with their new communities. Experiences and approaches of the Arlington, Virginia, Public Schools are described. Factors that affect parental involvement are identified, including: length of U.S. residence, English language proficiency, availability of support groups and bilingual staff, and prior experience. Components of a model program are discussed in terms of (1) a district-level response; and (2) school-based initiatives. For the district level the discussion concerns the following topics: intake center, bilingual staff, long-range management plan, multicultural conference, staff development, staff networking, citizen advisory committees, leadership training for parents, native language resource materials for parents, and parent education projects. School-based initiatives are discussed in terms of: school/community events, bilingual staff, administrative support and leadership, family learning activities, parent education workshops and orientation, bilingual materials for parents, building advisory committees, parent/teacher meetings with interpreters, and special projects for science and math. Activities at Kate Waller Barrett Elementary School in Arlington County, Virginia, are reported. An outline for a parent workshop on reading is appended. Contains six references. (LB)