Parents' Investment in a French-English Dual Language Immersion Program in the United States

Autor/in	Ryan, Ève
Titel	Parents' Investment in a French-English Dual Language Immersion Program in the United States
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 1, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryan, Ève)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1832497
Schlagwörter	Parent Influence; Immersion Programs; Bilingual Education; English Language Learners; French; Parent Attitudes; Ideology; Self Concept; Barriers; Kindergarten; Young Children; Preschool Teachers; Grade 1; Elementary School Students; Bilingualism; Student Attitudes; Second Language Learning; Second Language Programs; California + Suchen Sie Ihr Suchwort? Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; Französisch; Elternverhalten; Ideologie; Selbstkonzept; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Bilingualismus; Schülerverhalten; Zweitsprachenerwerb; Kalifornien
Abstract	Drawing upon Darvin and Norton's framework of investment, this article explores the multiple factors underlying parents' commitment to bilingual education. I use open-ended responses on a survey to report on the motivations and experiences of parents who have enrolled their child in a French-English dual language immersion program. Findings indicate how parents' investment played out in issues surrounding identity, capital and ideology. Parents deemed it a success when their imagined identity for their child coincided with the child's experience in the program, whereas challenges occurred when this identity conflicted with the child's attitude. French linguistic capital was a salient issue, since opportunities to practice French outside of school remained limited, including for children from French-speaking households. Indeed, the major structural barrier was the hegemony of English. This discussion raises questions about the extent to which parents' investment influences children's experiences with bilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01