School, Parents, and Communities: Leading Parallel Lives in a Two-Way Immersion Program

Autor/in	Chaparro, Sofía
Titel	School, Parents, and Communities: Leading Parallel Lives in a Two-Way Immersion Program
Quelle	In: International Multilingual Research Journal, 14 (2020) 1, S.41-57 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaparro, Sofía)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1634957
Schlagwörter	Immersion Programs; Bilingualism; Literacy; Educational Objectives; Student Diversity; Peer Relationship; Cultural Differences; Ethnography; Program Descriptions; English; Native Speakers; Spanish; Spanish Speaking; Immigrants; Working Class; Middle Class; Hispanic Americans; Parent Attitudes; Parent Teacher Cooperation; Racial Differences; Social Differences; Family School Relationship; Urban Schools; Whites; Teacher Attitudes; Program Improvement; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Immersionsprogramm; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Educational objective; Bildungsziel; Erziehungsziel; Peer-Beziehungen; Kultureller Unterschied; Ethnografie; English language; Englisch; Muttersprachler; Spanisch; Immigrant; Immigrantin; Immigranten; Arbeiterklasse; Mittelschicht; Hispanic; Hispanoamerikaner; Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Rassenunterschied; Sozialer Unterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; White; Weißer; Lehrerverhalten
Abstract	In addition to fostering bilingualism and biliteracy for all students, one of the main goals of Two-Way Immersion (TWI) programs is building positive cross-cultural relationships (). This can lead to TWI programs having ambitious goals for the kinds of bridges it can build between students, families, and communities, which is a challenge when the program brings together children from different cultural, racial and socioeconomic backgrounds. Based on an 18-month ethnography of a newly-created TWI program, this paper examines the distinct realities of the parents of children considered the "English-Speakers", mostly White middle-class professionals, and those considered the "Spanish-speakers", Latinx working-class immigrants, within the program. This analysis highlights how the different needs, concerns and demands of parents created contrasting challenges for the teachers and the school, and considers how the challenge of integration is one that goes beyond language and culture. Implications for TWI programs and further questions to consider are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01