ERIC ED405730: Parents' Attitudes towards Dual Language Immersion Programs.

11 Pages·1997·0.19 MB·English

by  ERIC

DOCUMENT RESUME
FL 024 397
ED 405 730
Saucedo, Leticia
AUTHOR
Parents' Attitudes towards Dual Language Immersion
TITLE
Programs.
PUB DATE
[97]
9p.
NOTE
Research/Technical (143)
Reports
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
*Academic Achievement; *Bilingual Education; Cultural
DESCRIPTORS
Awareness; Educational Attitudes; Elementary
Education; English (Second Language); *Immersion
Programs; Language Attitudes; *Parent Attitudes;
Parent Participation; *Peer Relationship; *Second
Languages; Spanish; Surveys; Volunteers
Two Way Bilingual Education
IDENTIFIERS
ABSTRACT
A study investigated parent attitudes toward a
dual-language (Spanish/English) immersion program of bilingual
education, in which both English-speakers and non-English-speakers
is used no more than 50
are participating students and English
(agree/disagree
percent of the time for instruction. The 20-item
format) survey elicited opinions from 200 parents concerning four
students' academic
program areas: cultural appreciation among peers;
and the
progress; the importance of learning a second language;
importance of parent volunteerism. Results indicate most parents had
immersion; over 90 percent
a favorable attitude about dual-language
recommend it to other
were satisfied with the program and would
97
families. Learning a second language was perceived as important by
teach a
percent. A similar percentage agreed that all schools should
Spanish
second language and that children should speak English and
fluently. While 97 percent were satisfied with their children's
satisfied with their
second language learning, only 95 percent were
native language development. Most were also satisfied with their
academic progress and enhanced cross-cultural attitudes and
appreciation. Most supported parental involvement, although only
(MSE)
about half had volunteered. Contains 11 references.
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
to
PARENTS' ATTITUDES TOWARDS
DUAL LANGUAGE IMMERSION PROGRAMS
LETICIA SAUCEDO
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
"PERMISSION TO REPRODUCE THIS
14-
CENTER (ERIC)
MATERIAL HAS BEEN GRANTED BY
/(21/This
document has been reproduced as
received from the person or organization
tr)
CI()
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
C.)
document do not necessarily represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy.
INFORMATION CENTER (ERIC)."
NAUGLE
EST COPY
2
PARENTS' ATTITUDES TOWARDS DUAL LANGUAGE IMMERSION PROGRAMS
Leticia Saucedo
Since the 1960s
Dual language immersion programs are not new.
similar
there had been some bilingual education programs with
characteristics as those found in two-way bilingual programs we
in the mid 1980s when two-way
it was
know of today.
However,
bilingual education attracted refurbished interest and as a result,
This interest emerged as
many schools began to adopt the approach.
foreign language learning and on
a result of increased attention to
programs
effective
for
regarding
findings
research
current
educating language minority students.
Dual language immersion, as defined by the Chicago Board of
Education's department of language and cultures, is where the non-
the
percent
of
fifty
least
at
used
for
language
English
is
Both English
non-English
and
day.
instructional
student's
periods
speakers are participants in the same classroom receiving
goals for two-
of all content instruction in one language. Typical
levels
high
of
developing
include:
programs
immersion
way
at or
proficiency in both first and second language, performing
and
languages
both
areas
academic
in
level
grade
in
above
demonstrating positive cross-cultural attitudes.
There seems to be a continuing debate regarding the importance
dual language
of special language programs that strive to develop
There are
proficiency in students attending the public schools.
and global
those who believe that in today's multiethnic society
students to learn a variety of
economy, it is essential for all
financial
languages so as to promote cultural diversity, increase
opportunities, and effectively provide for the communication
of
students the
various cultures and populations. Hence, giving these
co-habituating
abilities of becoming well integrate citizens while
harmoniously among ethnolinguistic groups.
should be
However, there are others who believe that English
instruction. Many
the exclusive language in which students receive
the
that
believe
monolinguals
majority
language
these
of
will
non-English language
the
development
of
maintenance and
divisions
replicate the mythical tower of Babel causing linguistic
dividing our nation into pockets
among it's citizens and eventually
of ethnolinguistic populations.
schools has
The increase of language minority students in our
of meeting the
presented educators with the challenge to find ways
the content
needs of these groups of students in accomplishing
policy
standards of subject matter areas. Educators, researchers,
and
ideas
exchanged
have
groups
interest
special
and
makers
language
appropriateness
of
on the effectiveness and
opinions
these of students.
programs and practices for
the
of
representation
and
acknowledgement
the
However,
the important role
opinions of the parents is minimal relative to
growth. At local levels,
they play in their children's academic
schools aside from
parents have taken a more active function in
in
They have become essential components
volunteering in class.
that
in committees and organizations
the Local School Councils,
children's schools.
have direct implication on changes in their
3
many
backbone
of
the
part
of
been
have
parents
Active
of information
successful programs. They are an important source
their
linguistic needs
of
and
academic
regarding the social,
Therefore, their opinions can serve to guide schools as
children.
strengthen.
to what areas the program needs to be
important elements about two-way
the most
Perhaps one of
initiated by groups of
immersion programs is that they are often
the very first
Such had been the case of
concerned parents.
Canada by Dr. Wallace
immersion program conducted in St. Lambert,
The parents
1995).
Lambert and colleague Tucker in 1965 (Craig,
children's French was so poor that
were dissatisfied because their
French-Canadian
with
their
communicate
even
couldn't
they
Bilingual School
The parents had formed the St. Lambert
neighbors.
better methods of teaching
Study Group and set about finding a
their children French (Craig, 1995).
a detailed
called for
Lambert and Tucker's immersion plan
attitudinal development of
study of the linguistic, cognitive, and
Control
experimental class.
children in a pilot and a follow-up
measured
matched
for
carefully
were
children
classes
of
with
accordance
backgrounds
in
social-class
and
intelligence
French-Canadian academic programs
conventional English-Canadian and
comparable
Also, the experimental and control classes were
(1972).
the French-Canadian people
in terms of parental attitudes towards
motivated
Moreover, all of the parents were equally
and culture.
to have their children learn French.
parental and local
a two-year process of
At the end of
the first
school system,
community involvement with the public
English-speaking children was
immersion kindergarten class of 26
the students had developed
established. By the end of fourth grade,
Learning through French had
high levels of proficiency in French.
children's English development.
no negative effects on the
for appropriate language
In the United States the search
While parents in St. Lambert,
instructional programs continued.
immersion instruction for their
Canada were developing the French
County Florida were
English-speaking children, teachers in Dade
education in Spanish
experimenting with the enrichment bilingual
English speaking children. 350
and English for both Spanish and
grades entered a special
children in the first, second and third
Evaluations of the program
bilingual program at their school.
both
progress
in
steady
made
children
the
all
that
showed
equally well in both
languages, mastered subject matter content
understanding of children in
languages, and developed a bicultural
1988).
the other language group (Lindholm,
immersion program in the
Outside of Canada, the first total
in Culver City, California,
United States was established in 1971
(Smith,
English-speaking students
designed to teach Spanish to
successful St. Lambert
This program was modeled on the
1988).
of
and demographic characteristics
program. Given the geographical
decided that the foreign
Southern California, the program planners
language would be Spanish.
4
immersion program
Evaluators of the Culver City Spanish total
students were present in
noted that because only English-speaking
they "reinforced each other's incorrect usage"
the classroom,
(Craig, 1995).
of these alternative
As a result of the positive achievements
these
implement
began
to
schools
many
programs,
bilingual
with
Schools began to adopt two-way immersion programs
approaches.
and non-English speaking
English-speaking
classes composed
of
immersion
There are many program styles of the two-way
children.
enrollment area
These choices include differences in
approach.
of separating the
(neighborhood-based or magnet schools), method
subject, by class period, day
languages of instruction (by school
model selected (early,
of the week or by teacher), and the program
This
(Hernandez-Chavez, 1984).
total or early partial immersion)
immersion instruction
flexibility in the implementation of two-way
its strengths, allowing a school to tailor
can be considered one of
conditions, preferences, and
its program to fit local community
efficient program for a
language resources. In order to tailor an
involved
directly
those
of
sentiments
and
opinions
school,
should
be
staff)
school
and
community
parents,
(students,
considered.
language
dual
towards
attitudes
parents'
Literature
on
that was
However, the available literature
immersion is scarce.
immersion programs counted
reviewed indicates that many successful
participation.
with strong parental support and
instructional programs
There is a growing concern in finding
of the increasingly language
that will address the academic needs
This concern has been
schools.
minority student population in our
delineate the most effective
the topic of debate which aims to
minority students achieve the
criteria necessary to help language
The debate has
proficiency.
optimal level of language and academic
of opinions from educators,
been intensified with the wide range
interest groups as to the
researchers, policy makers and special
practices for these students.
appropriate language programs and
regarding parents' opinions
Nonetheless, very little information
practices and language program models
and attitudes towards adopted
policy decisions for these
has been considered when making program
students.
between the
a shared responsibility
child
Educating
is
a
Together they form an integrative
school,community and parents.
involved in addressing the academic
and instrumental team directly
child so as to prepare them to
and socio-cultural needs of the
our
effectively function
in
can
that
citizens
viable
become
multilingual society. Even though
increasingly multicultural and
children's education, not enough
parents are instrumental in their
towards language program
information reports on their attitudes
models.
language minority students sought
For several years parents of
However,
bilingual education programs.
to place their children in
as
a
served
programs
bilingual
traditional
these
many
of
or
additive
an
than
bilingualism rather
form of
subtractive
of
Dissatisfied with the eventual loss
maintenance language model.
parents sought
culture,
and
language
children's native
their
that would maintain their
schools with language program models
5
language and
while developing second
children's native language
Alternatively, two-way immersion programs
academic proficiency.
These programs serve the needs
parents.
met the demands of these
students. Many
and language majority
of both language minority
count with a high number of
successful two-way immersion programs
the school.
and collaboration within
active parent involvement
the
activism is a crucial link in
Strong parental support and
Not only do these parents
immersion programs.
success of a two-way
class, they
volunteering in their child's
dedicate time and effort
special
committees, write grants for
also serve on community-based
The
coordinators.
parent volunteer
function
as
and
programs
this
attitudes and opinions of
research conducted on parent's
to the
relatively minimal compared
language model program
is
of the
partake in the daily operations
important role the parents
to
reflect the parents perspective as
More research should
school.
their child
the two-way immersion program
their satisfaction with
opinions to inform the
create more available
is attending so as to
policy process.
Procedures
towards
entitled "Parents' attitudes
Teacher developed survey
attitudes
designed to measure parents'
dual language immersion" was
children are
immersion program their
towards the dual language
four
into
divided
was
survey
The
school.
at
in
enrolled
categories.
peers.
1. Cultural appreciation among
of the students.
2. The academic progress
learning a second language.
3. The importance of
parent volunteerism.
4. The importance of
The first category
20 statements.
There where a total of
nine
second category contained
the
statements,
two
contained
statements and the
statement contained six
statements, the third
The instrument was
contained three statements.
fourth statement
study.
not included in the
pilot tested on ten parents
and 35%
is about 65% Spanish-speaking
The school population
available sample of 200
study includes the
English speaking. This
61 usable
school.
attending Inter-American
parents of children
represents 31% of the
the parents, which
returns were received from
population sample.
immersion" survey
towards dual language
The "Parents attitudes
Attached to the
the school.
to 200 parents within
was distributed
of the study and
letter explaining the purpose
survey was a cover
returning the survey.
for completing and
containing instructions
disagreement with
indicate their agreement or
They were asked to
circling the corresponding response.
each statement by
comparing
of
terms
in
then tabulated
were
findings
The
CHI Square test
different categories. The
frequencies occurring in
to determine that
.05 level of confidence
will be employed at the
the findings.
statistical significance of
6
Findings
The data in the Table show the majority of the parents had a
favorable attitude toward dual language immersion program.
97%
agreed that they were satisfied with the program and 93% of the
The satisfaction
parents would recommend it to other families.
the program may
relevant
the
fact
that
parents'
with
to
be
attitudes towards the benefits of learning two languages is high,
97%; and 97% agree that all schools should teach a non-English
parents indicate
though
have
Even
84%
language. the
to
of
materials accessible for their children in the second language, 97%
encouraged children
learn
second
parents their
to
the
a
of
language.
agreed that
of parents
A significant number
(97%)
it
is
speak English and Spanish fluently.
for children to
important
95% were satisfied with their child's native language
However,
development while 97% of the parents were satisfied with their
child's second language development. Regarding self-esteem, 97% of
the parents agreed that being able to speak two languages helped
their child's self-esteem.
Regarding classroom grouping of students, 94% of the parents
agreed that non-English speakers and English speakers can mutually
However, 89% of the
learn from each other in the same classroom.
parents agreed that the presence of children who are just learning
to speak Spanish enhanced their child's progress in school, while
95% of the parents indicated that the presence of children who are
just learning to speak English enhanced their child's progress in
school. Nevertheless, 97% of the parents were satisfied with their
child's academic progress, and 98% of the parents concurred that
cross-cultural attitudes and appreciation is enhanced through dual
language immersion.
On the issue of parent participation, 94% agreed that there is
Although 53%
an active parent involvement at their child's school.
indicated that they have volunteered
their
the parents
in
of
97% believe that parent involvement can strengthen
child's class,
the dual language program at the school.
7
Parents' Responses (%)
N = 61
Disagree
Agree
of English
Are you familiar with the program
1.
3%
97% *
child's school?
and Spanish instruction at your
(Dual language immersion)
Disagree
Agree
language
Are you satisfied with this dual
2.
7%
93% *
immersion model?
Disagree
Agree
immersion
Would you recommend the dual language
3.
3%
97% *
program to other families?
Disagree
Agree
benefit from
Do you think your child will
4.
3%
97% *
learning two languages?
Disagree
Agree
learn a second
Do you encourage your child to
5.
3%
97% *
language?
Disagree
Agree
for your child
Do you have materials accessible
6.
16%
84% *
in the second language?
Disagree
Agree
children to
Do you think it is important for
7.
3%
97% *
speak English fluently?
Disagree
Agree
child to
Do you think it is important for your
8.
3%
97% *
speak and use Spanish fluently?
Disagree
Agree
non-English
Should school teach all children a
9.
3%
97% *
language?
Disagree
Agree
speakers and English
Do you think non-English
10.
6%
94% *
other
speakers can mutually learn from each
in the same classroom?
Disagree
Agree
just learning
Has the presence of children who are
11.
5%
95% *
child's progress in
to speak English enhanced your
school?
Disagree
Agree
just learning
Has the presence of children who are
12.
11%
89% *
child's progress in
to speak Spanish enhanced your
school?
Disagree
Agree
attitudes and
Do you think cross-cultural
13.
2%
98% *
language
appreciation is enhanced through dual
immersion?
Disagree
Agree
two languages
Do you think being able to speak
14.
3%
97% *
helps your child's self-esteem?
Disagree
Agree
child's native
Are you satisfied with your
15.
5%
95% *
language development?
Disagree
Agree
child's second
Are you satisfied with your
16.
3%
97% *
language development?
Disagree
Agree
child's academic
Are you satisfied with your
17.
3%
97% *
progress?
Disagree
Agree
involvement
Do you feel there is an active parent
18.
6%
94% *
at your child's school?
Disagree
Agree
strengthen
Do you think parent involvement can
19.
3%
97% *
child's school?
the dual language program at your
Disagree
Agree
class?
Have you volunteered in your child's
20.
47%
53%
8
of confidence
Statistically significant at the .05 level
*
REFERENCES
Working with parents.
Module 4.
Brandenbur-Ayres,
(1990).
S.
Bilingual/ESOL special education collaboration and
reform
(ERIC Document Reproduction Service No. ED 328 093)
project.
Two-way Foreign Language Immersion Programs:
Craig, B.A. (1995).
Document
Teachers.
Parents
(ERIC
and
Handbook
for
A
Reproduction Service No. ED 239 509).
A resource
the
Involvement:
Parent
for
(1988).
Careaga,
R.
Program
education of limited English proficient students.
(ERIC Document Reproduction Service
information guide series.
No. ED 337 036)
Students
education:
immersion
"Two-way
Donna.
Christian,
Modern Language Journal,
learning through two languages."
1996, 80: 66-76.
and theoretical
foundations
Historical
of
(1984).
Genesse*
F.
immersion education as an educational approach for language
Document
United
(ERIC
States.
students
minority
the
in
Reproduction Service No. ED 239 509).
The inadequacy of English immersion
Hernandez-Chavez, E.
(1984).
education as an educational approach for language minority
(ERIC Document Reproduction
students in the United States.
Service No. ED
239 509).
immersion
overview
issues
An
in
of
(1981).
Lambert,
W.E.
(ERIC Document Reproduction Service No. ED 239
education.
509)
The Edison elementary School Bilingual
Lindholm, K.J.
(1988).
Progress
after
Student One
year
of
Immersion
Program:
(ERIC Document Reproduction Service No. ED
implementation.
298 765).
Education
Elementary Bilingual
ESL
and
(1995).
Perez,
C.L.
Programs and their effectiveness within schools. A descriptive
(ERIC Document
strategies.
teaching methods,
and
study,
Reproduction Service No. ED 388 036).
The Second Language Acquisition Process
in
(1988).
Smith,
S.
(ERIC Documentation
Immersion Contexts: Theory and Research.
Reproduction Service No. ED 345 491).
Attitudes of Bilingual Education Parents
Torres, M.E.
(1988).
curriculum and
instruction.
learning
and
language
toward
(ERIC Documentation Reproduction Service No. ED 309 203).
9
FL(WI-31R-
E:31
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE
(Specific Document)
I. DOCUMENT IDENTIFICATION:
Title:
warts loll eezaiwi 5
Arrrvi-ntS 70vocas tom- Urtlkhopc6 g:
2.egt
I
PA
CIA SAL) GM
Author(s):
Corporate Source:
Publication Date:
31kA17
H. REPRODUCTION RELEASE:
In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced
in the monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche, reproduced
paper copy, and electronic/optical media, and sold through the ERIC Document Reproduction Service (EDRS) or other ERIC vendors. Credit is
given to the source of each document, and, if reproduction release is granted, one of the following notices is affixed to the document.
If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following two options and sign at
the bottom of the page.
The sample sticker shown below will be
The sample sticker shown below will be
affixed to all Level 2 documents
affixed to all Level 1 documents
E
PERMISSION TO REPRODUCE AND
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS
DISSEMINATE THIS MATERIAL
MATERIAL IN OTHER THAN PAPER
HAS BEEN GRANTED BY
12
COPY HAS BEEN GRANTED BY
Check here
Check here
\e.
For Level 1 Release:
For Level 2 Release:
Permitting reproduction in
c:P
Permitting reproduction in
qPoc)
microfiche (4" x 6" film) or
microfiche (r x 6" film) or
TO THE EDUCATIONAL RESOURCES
other ERIC archival media
TO THE EDUCATIONAL RESOURCES
other ERIC archival media
INFORMATION CENTER (ERIC)
(e.g., electronic or optical)
INFORMATION CENTER (ERIC)
(e.g., electronic or optical),
and paper copy.
but not in paper copy.
Level 1
Level 2
Documents will be processed as indicated provided reproduction quality permits.
If permission
to reproduce is granted, but neither box is checked, documents will be processed at Level 1.
hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate
this document as indicated above. Reproduction from the ERIC microfiche or electronic/optical media by persons other than
ERIC employees and its system contractors requires permission from the copyright holder. Exception is made for non-profit
reproduction by libraries and other service agencies to satisfy information needs of educators in response to discrete inquiries.'
Sign
Printed Name/Positionflitle:Lanti A isNicgto
Sig
here*
-rw\cittiL
please
Organization/Address:
Telephone:
016) ta
3;31 \Ai, 53114 54-
E-Mail Address:
Date:
CH IOW 1:1_, 6063
3AMIT)