Paper Summary

Language and Literacy Practices of Parents That Enroll Their Children at a Spanish-English Two-Way Immersion Charter School

Sat, April 14, 10:35am to 12:05pm, Vancouver Convention Centre, Floor: Second Level, East Room 17

Abstract

This study looks at how different parent groups, whose children attend a local Spanish-English two-way immersion (TWI) charter school, report their participation in various home language and literacy practices. Using cluster analysis, profiles of parents were created that included not only primary language, but also ethnicity, religion, socio-economic status, and proximity to the school. Four distinct parent groups emerged from this analysis: 3 Spanish-dominant parent groups and 1 English-dominant parent group. Chi-square analyses revealed significant differences across parent groups in terms of reported home language and literacy practices. Especially interesting are the differences found across the Spanish-speaking parent groups

Authors