Do Parents' Perspectives on Bilingualism Vary According to Their Children's Attendance in Dual-Language Programs?

• In Event: 63.056 - Explorations of Parents', Teachers', and Students' Attitudes and Ideologies Toward Languages in Schools

Abstract

This study presents Chinese immigrant parents’ perspectives on bilingualism, especially the varying views on the benefits of heritage language (HL) learning between parents whose children attend the Chinese dual language (DL) program and those whose children do not. The findings reveal that compared to their counterparts, DL parents have higher expectations on their children’s Chinese proficiency and stronger beliefs in the importance of being bilingual. They are also more likely to agree on the role of HL learning in preserving ethnic heritage and providing economic returns. However, they also feel more strongly about the cost of HL learning on academic achievement, English learning, and a sense of belonging in school, which is inconsistent with the DL program’s stated goals.

Authors

• Wenyang Sun, University of Utah

• Xue Lan Rong, University of North Carolina - Chapel Hill