Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs

ABSTRACT

This study concerns integration in a two-way dual language immersion (DLI) context. Specifically, the present study examines parents of students in Korean-English DLI programs with the intent to understand the extent of their satisfaction with their child’s ability to get along with children of different cultures and languages. This study also examines parental views on integration among parents themselves. Using the survey data collected from over 450 parents in seven elementary schools in southern California, this quantitative study also investigates to what degree the variables of integration among children and among parents are associated with other parental demographic characteristics and parental experiences in their child’s DLI program. Based on the study findings, this study argues that integration in DLI must be a school-wide commitment and not simply a program’s goal. Moreover, to achieve integration in DLI, all stakeholders of the program need to be considered, including students, educators, and families of students in the school. This study also highlights the need to diversify discussions regarding DLI programs in terms of target languages, program types, and school locations.

KEYWORDS:

• Dual language immersion
• two-way immersion
• racial integration
• Korean-English dual language immersion
• parents of students in immersion education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 In the Sheff decision, the Connecticut Supreme Court ruled that “extreme racial and ethnic isolation in the public-school system deprives school children of a substantially equal educational opportunity … Racial and ethnic segregation has a pervasive and invidious impact on schools” (Sheff v. O’Neill, 1996).

2 TUSD is moving toward the termination of supervision and earning unitary status (TUSD 2013).

Additional information

Notes on contributors

Jongyeon Ee

Jongyeon Ee is an assistant professor in the School of Education, Department of Teaching and Learning at Loyola Marymount University, 1 LMU Drive, University Hall Suite 2600, Los Angeles, CA 90045, USA. Her research uses quantitative methods to explore educational opportunities and equity issues for language minority and immigrant students.