School Community Members at Odds in Dual-Language Program Implementation

• In Event: Sociodemographic Considerations in School Climate, Culture, and Community

Abstract

In response to the increase of dual language programs (DL) across the U.S, previous studies have considered how stakeholders perceive the process of implementation. These findings have presented stakeholder’s viewpoints independently; not necessarily comparing the conflicting and aligned interests. Portuguese-English DL programs have been relatively unexplored in the existing literature. Thus, this study compares perceptions of parents and teachers in the first year of a Portuguese-English DL program, focusing on which group's relationship with the school would improve from the program. Surveys distributed to parents and teachers found points of convergence and dissonances between the two. While both stakeholders held a positive outlook, parents held mostly rosy hope, and teachers prospected limited impact as a result of the program.

Authors

• Eunhye Cho, Stonehill College

• Haylea Marie Hubacz, Boston College

• Gabrielle Oliveira, Harvard University