Saltar al contenido principal
logo

Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

del 20 al 22 de October del 2016

Hyatt Regency Hotel, Minneapolis, MN, USA

Meeting Parent and District Expectations for Spanish Dual Language Immersion Programs: One School District's Experience

viernes, el 21 de octubre de 2016 a las 15:00–16:00 CDT
Lake Calhoun
Session Type

Paper/Best Practice Session (1 hour)

Immersion/Partner Language(s)

Spanish

Context/program model

Two-Way Bilingual Immersion

Level
Elementary (K-5)
Middle School/Junior High
High School
Program Summary

Using a mixed-methods approach, this study focuses on the efforts of one medium-sized school district in Southern California as it tries to improve its elementary and middle school Spanish dual language immersion program and expand into high school.

Abstract/Description for Paper, Discussion, and Laptop Poster presentations

Research on dual-language immersion (DLI) programs (DLIP) continues to show significant benefits for both English language learners and native English speakers (Steele et al., 2015; Valentino & Reardon, 2015). Consequently, DLI programs are proliferating around the nation. This rapid growth poses challenges for school districts as they strive to meet demand. This study focuses on the efforts of one medium-sized school district in Southern California as it tries to improve its elementary and middle school Spanish DLI program and expand into high school.

This paper seeks to understand whether the Spanish DLI program, currently offered at two elementary and one middle school, is meeting the district's goals of bilingualism and bi-literacy, academic excellence, and multicultural understanding. In addition, it seeks to understand parental engagement and parental perceptions of program strengths and weaknesses. Lastly, the study seeks to explore whether teacher pipeline issues could pose challenges for program expansion. To do this, the study focuses on three research questions:

  1. Which students are more likely to enroll in Spanish DLI and what are their outcomes? (Including progression through the program, academic, and EL reclassification)
  2. What are teacher qualifications for DLI, and what can be said about the teacher pipeline for recruitment and retention into Spanish DLI?
  3. What are parent perceptions and expectations around the program, its outcomes and characteristics?

To answer these questions researchers will collect data from student and teacher administrative records, and conduct teacher and administrator interviews, student surveys, and parent surveys and focus groups. The study will employ a mixed-methods approach. Results from this study can help other school districts as they seek to improve and expand their own DLI offerings beyond elementary and middle school. 

Lead Presenter/organizer

Lucrecia Santibañez, Claremont Graduate University
Role/Title

Associate Professor

State (in US) or Country

CA

Co-Presenters

Thomas Luschei, Claremont Graduate University
Role/Title

Associate Professor

State (in US) or Country

CA

Melissa Navarro, San Diego State University, Claremont Graduate University
Role/Title

Graduate Student

State (in US) or Country

CA

Michelle Soto-Peña, Claremont Graduate University
Role/Title

Graduate Student

State (in US) or Country

CA

Cargando…