The Persistence of Acculturation Goals in Multilingual Schools

• In Event: Language Policies and (Trans)Languaging Practices

Abstract

This study interviewed 4 principals, 8 school personnel, and 12 parents at 4 elementary schools in two Catalonian cities. The purpose was to understand how multilingual schools facilitate or hinder immigrant parental participation. Using the theoretical lens of acculturation, this study finds dissonant expectations if parental participation. Moreover, the study reveals how language functions as a barrier to parental participation. Linguistic barriers emerge, in part, due to school’s policies and unstated preferences for language use.

Authors

• Estela Zarate, California State University - Fullerton

• Claudia G. Pineda, California State University - Fullerton