Diverse Parent Perspectives on Bilingual Education: A Case Study of a District Dual Language Program

• In Event: Roundtable Session 40
  In Roundtable Session: Community Voices and Bilingual Education

Abstract

Dual language programs can positively transform schools and support Latina/o English language learners (ELLs) with the academic, social, and emotional support needed to close achievement gaps. This study explores parent perspectives of dual language and English immersion in one large urban public school district along the US-Mexico border. The research was drawn from a case study of five culturally, linguistically, and economically diverse elementary schools implementing an optional dual language program (English/Spanish). The families that participated in this study included immigrants, bilingual, and monolingual parents from a range of socioeconomic backgrounds.

Authors

• Elena Izquierdo, The University of Texas - El Paso

• David Edward DeMatthews, The University of Texas - El Paso