Ethnic Chinese Parents’ Perspectives on Chinese-English Dual Language Immersion Programs in the United States

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Parent-Family Engagement in Bi-/Multilingual Education (Table 1)

Abstract

This study examines ethnic Chinese parents’ perceptions of Chinese-English Dual Language Immersion (DLI) programs and the key factors that influence their enrollment decisions. One-on-one interviews with 24 ethnic Chinese parents provided valuable insights. The findings identify benefits such as enhanced language exposure and cultural immersion, alongside challenges like instructional quality and material scarcity. Additionally, the study emphasizes the need for improved teacher training, updated instructional materials, program continuity, and greater community involvement. It highlights the complex interplay of language acquisition, cultural appreciation, and personal preferences in shaping parental choices. These insights offer guidance for educators and policymakers aiming to create more effective and engaging Chinese-English DLI programs, ultimately supporting bilingualism and cultural preservation among students.

Authors

• Zhongfeng Tian, Rutgers University - Newark

• Jiaxuan Zong, University of Maryland

• Marsha Liaw, University of Massachusetts - Amherst

• Becky H. Huang, The Ohio State University