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International Journal of Bilingual Education and Bilingualism Volume 21, 2018 - Issue 6
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Articles

Exploring Korean dual language immersion programs in the United States: parents’ reasons for enrolling their children

Jongyeon EeGraduate School of Education and Information Studies, University of California, Los Angeles, CA, USACorrespondence[email protected]
Pages 690-709 | Received 17 Mar 2016, Accepted 27 Jun 2016, Published online: 14 Jul 2016

Citations (15)

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Read on this site (8)

Wenyang Sun, Nuo Xu & Verónica E. Valdez. (2023) Not for us: Chinese immigrant parents’ perspectives on Mandarin Chinese dual language bilingual education programs. Critical Inquiry in Language Studies 0:0, pages 1-21.
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Ève Ryan. (2023) Parents’ Investment in a French-English Dual Language Immersion Program in the United States. Journal of Language, Identity & Education 22:1, pages 51-65.
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Max Antony-Newman. (2022) The role of plurilingual parenting in parental engagement of immigrant families. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Genevieve Leung, Serena Calcagno, Rosina Tong & Yuuko Uchikoshi. (2022) ‘I think my parents like me being bilingual’: Cantonese–English DLBE upper elementary students mediating parental ideologies about multilingualism. Journal of Multilingual and Multicultural Development 43:6, pages 518-533.
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Simona Montanari, Eva Fischer & Danielle Aceves. (2022) Parental attitudes and activism reshape educational language policies: the surge of dual language programmes in California. International Journal of Multilingualism 19:2, pages 190-209.
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Bingjie Zheng. (2021) Neoliberal multilingualism and “humanitarian connections”: discourses around parents’ experiences with a Mandarin Chinese immersion school. Language and Education 35:1, pages 78-95.
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Ko-Yin Sung. (2020) Parent satisfaction and one-way Mandarin Chinese dual-language programs in Utah. Bilingual Research Journal 43:4, pages 384-399.
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Jongyeon Ee. (2017) Two dimensions of parental involvement: What affects parental involvement in dual language immersion?. Bilingual Research Journal 40:2, pages 131-153.
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Articles from other publishers (7)

Soojin Oh Park. (2023) Transforming a cemetery into a garden of languages: A justice-oriented, family-centered framework for cultivating early bilingualism and emergent biliteracy. Contemporary Issues in Early Childhood 24:2, pages 97-123.
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Jongyeon Ee. (2023) Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs. Teachers College Record: The Voice of Scholarship in Education 125:4, pages 134-181.
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Saem Heo. (2022) Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom. Linguistics and Education 70, pages 101055.
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Edward Watson. (2021) Keeping Up with the (Zh)oneses: Language Immersion and School Choice. Education and Urban Society 54:4, pages 445-469.
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Ivett Judit Kovács & Erzsébet Czachesz. (2021) Mit szeretnének a szülők?. Iskolakultúra 31:10, pages 16-37.
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Jin Sook Lee & Tiange Wang. (2021) A review of Korean/English and Mandarin/English dual language programs in the United States. Language Teaching for Young Learners 3:1, pages 28-65.
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Marianne TurnerMarianne Turner. 2019. Multilingualism as a Resource and a Goal. Multilingualism as a Resource and a Goal 251 276 .

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