Articlediamond2009

“Why Do We Do This?” Reflections of a Two-Way Immersion School Principal on the Roles of Parents, Teachers, and Her Own, in the Program

2 citations0/0 files storedELUA Estudios de Lingüística Universidad de Alicante

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Multilingual Education and Policy Second Language Learning and Teaching Education and experiences of immigrants and refugees

Abstract

espanolEl presente articulo ofrece las reflexiones de la directora del colegio con mayor tradicion en inmersion de doble via en el sur de California a proposito de algunos de los factores clave que afectan positivamente al programa, por ejemplo, la participacion activa de los padres, el compromiso de los maestros y el apoyo de la direccion. Ademas, incluye algunos de los desafios mas importantes que debe afrontar continuamente en su trabajo, como la escasez de maestros cualificados y de aquellos con dominio de la lengua minoritaria, la escasez de fondos y de materiales en la lengua minoritaria, y el impacto de las leyes federales y estatales educativas sobre la autonomia del programa, para finalizar con varias sugerencias, basadas en su experiencia profesional, para aquellas escuelas interesadas en la implantacion de este innovador enfoque educativo. La informacion provista aparece conectada a lo largo del articulo con aportaciones recientes de la bibliografia sobre los programas de inmersion de doble via en Estados Unidos, para finalizar con algunas conclusiones de cara al futuro. EnglishThe present article offers the reflections of the principal of the longest-running two-way immersion school in Southern California on some of the key factors positively impacting the program, namely parental involvement, teacher commitment, and principal support. Additionally, it includes some of the critical challenges she must continuously face as part of her job, i.e., scarcity of qualified and minority language proficient teachers, lack of funding and adequate materials in the minority language, as well as the impact of federal and state education laws on the autonomy of the program. She also gave some recommendations, based on her professional experience, for those schools interested in the implementation of this innovative educational approach. The information provided throughout the article is connected to recent research on two-way programs in the United States and finalizes with some conclusions for the future.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Imported from OpenAlex (CC0) — nothing here is generated.