investigating the motivations of parents choosing language immersion education for their child

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investigating the motiva.doc investigating the motivations of parents choosing language immersion education for their child content introduction………………………………………………………………………3 chapter i. general information about investigating the motivations of parents choosing language immersion education for their child….………………………4 1.1 to investigate the motivations of parents choice……………………………..6 1.2 selecting language immersion education for their child…………………….12 1.3 teaching and learning immersion education……………………………….14 chapter ii. immersion education for young learners……………..…………….15 2.1 parents’ educational goals……………………………………………………24 2.2 parents’ own school experience……………………………………………..34 conclusion………………………………………………………………………35 key words……………………………………………………………………….36 bibliography……………………………………………………………………37 introduction the actuality of the work: language immersion schools, which are the focus of this study, require parents’ support and involvement as they generally need to make extra strides in attracting students, locating funds, and justifying their worth and success. in a language immersion program, students, mostly at the elementary school age, learn another language by learning content taught to them in the second language. immersion education effectively provides its students with “academic achievement, …

motivations of parents choosing language immersion education for their child. there are two main language immersion models: foreign language and bilingual immersion. foreign language immersion programs, also referred to as one-way immersion, serve a student body which largely consists of “speakers of the societally dominant language ” the practical value of the work: this course work can be used as principal information for investigating the motivations of parents choosing language immersion education for their child. it comprises a great deal of materials which can be fruitful for self studying of choosing immersion education. it can be used as a fundamental source of materials which supports wide range of information about investigating the motivations of parents choosing language immersion education for their child. chapter i general information about investigating the motivations of parents choosing language immersion education for their child much educational research of recent years has been examining the role …

articularly language immersio n schools, which are the focus of this study, require parents’ support and involvement as they generally need to make extra strides in attracting students, locating funds, and justifying their worth and success. in a language immersion program, students, mostly at the elementary school age, learn another language by learning content taught to them in the second language. immersion education effectively provides its students with “academic achievement, bi- or multilingualism, literacy in at least two languages, and enhanced levels of intercultural sensitivity”. this way of language learning has proven to be very successful and powerful since its first implementation in the united states at the beginning of the 1970s. there are two main language immersion models: foreign language and bilingual immersion. foreign language immersion programs, also referred to as one-way immersion, serve a student body which largely consists of “speakers of the societally dominant language ” . …

aim to create high proficiency foreign language speakers with an enhanced level of understanding and appreciation for cultural diversity . the same applies to two-way immersion programs in addition to their offering language minority children a path to “higher levels of academic language and literacy development in english” . indigenous immersion and developmental bilingual immersion are two additional subgroups within dual language education. due to the nature of a given immersion program and the specific need it fulfills in its community “no one program will exactly resemble another” . nonetheless researchers have described certain core characteristics that any immersion program needs to contain to a “greater or lesser degree” in order to qualify as a prototypical immersion program. johnson and sweet established eight core features: (a) the l2 [the language that is taught] is a medium of instruction (b) the immersion curriculum parallels the local l1 curriculum (c) overt support …

ol involved in language learning and teaching “can escape the wide social issues surrounding language policy and statu within the united states” .as a direct result of such initiatives and the understanding that parents are key stakeholders in their child’s education, research involving the two-way immersion concept has been done on parents’ attitudes and beliefs about the effectiveness and quality of such language immersion programs . these studies often focused on american parents versus immigrant parents and their different perspectives on their child’s education in a two-way immersion setting and the success of these programs. the link between english/spanish two-way immersion programs and the national debate which focuses on immigration has, however, resulted in limited research on programs which offer a language other than spanish as the immersion language. inspiration and statement of the problem while working on my master’s degree, i was contacted by an american family who was …

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investigating the motiva.doc investigating the motivations of parents choosing language immersion education for their child content introduction………………………………………………………………………3 chapter i. general information about investigating the motivations of parents choosing language immersion education for their child….………………………4 1.1 to investigate the motivations of parents choice……………………………..6 1.2 selecting language immersion education for their child…………………….12 1.3 teaching and learning immersion education……………………………….14 chapter ii. immersion education for young learners……………..…………….15 2.1 parents’ educational goals……………………………………………………24 2.2 parents’ own school experience……………………………………………..34 conclusion………………………………………………………………………35 key words……………………………………………………………………….36 bibliography………………………………………………...

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