What Do Parents Think of Two-Way Bilingual Education? An Analysis of Responses

Abstract

Three hundred sixty-six parents of children enrolled in a school-wide English-Spanish two-way bilingual program participated in this study. They were asked to answer a survey that attempted to elicit information about their degree of satisfaction with the program, as well as the reasons that led them to select it, and their perception of and support for Spanish. In their responses, the parents showed strong support for the program, valued its academic and linguistic emphasis, had positive opinions about Spanish, and created home environments that facilitated their children's development of literacy skills in this language.

Key words:

• two-way programs
• bilingual education
• parents' opinions

Notes

^aIn unsuccessful attempts, children showed one or more of the following behaviors:

Off-task: The child did not approach the apparatus or did not reapproach after the interruption.

On apparatus, play: The child engages with the apparatus, but without an attempt to retrieve the object in the problem-solving tasks or play that is unrelated to the partner's action like banging on the apparatus.

Bystander: Child positions himself or herself next to apparatus and observes partner's actions, but does not engage in the task.

Individual attempt: Child tries to retrieve the object individually or play the game on his or her own.