Perceptions, Interactions and Immersion: A Cross-Comparative Case Study of African-American Students' Experiences in a French Immersion Context and a Regular Education Context.

Abstract

This study examined how the experiences of African-American and white students in a partial French immersion second grade classroom in Louisiana differed from the experiences of students in a regular education classroom. It focused on students' perceptions of themselves and others, students' interactions with their teacher and peers, parental support of students' educational experiences, and teacher interactions with students. Using field observations, interviews, and questionnaires, this crosscomparative case study found that while overall students' self-concept was better in regular education, African-American girls benefited immensely in terms of self-concept, their peers' perception of them, and the extended interactions they had with the teacher. Further, African-American students in the regular education classroom, while having high self-concept, were perceived negatively or not at all by their peers, often had negative interactions with the teachers, and were not included in extended interactions with the teacher. French immersion was a more social environment where students helped each other and in which girls, particularly AfricanAmerican girls, were perceived in a positive light. Students' scores are appended. (Contains 12 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. PERCEPTIONS, INTERACTIONS AND IMMERSION: A CROSS-COMPARATIVE CASE STUDY OF AFRICANAMERICAN STUDENTS' EXPERIENCES IN A FRENCH IMMERSION CONTEXT AND A REGULAR EDUCATION CONTEXT MICHELLE HAJ-BROUSSARD, Louisiana State University This paper was presented at the 2002 TEXFLEC conference Louisiana State UniversityStudies in'the French immersion context have found that African-American students reap additional academic benefits in that context (Holobow, Genesee & Lambert, 1987; Caldas & Boudreaux, 1999); but few studies have been done to explain why ithinarsion would be more beneficial to these students. Ogbu (1999) shows the connection-between African-American parent and student dialect beliefs, attitudes and school behavior in regular education. While other research indicates that students' self-concept improves in a second language-learning environment (Masciantonio, 1977; Wright & Taylor, 1995). This study examines African-American students' experiences in a partial French immersion setting and in a regular education setting focusing on the perceptions and interactions of African-American students, their teachers and their peers and includes. parental support. Using field observations, interviews and questionnaires, this cross-comparative case study found that while overall students' self-concept was better in regular education, African-American girls benefited immensely in term of self-concept, their peers' perception of them and the extended interactions they had with the teacher. Further, African-American students in the regular education classroom while having a high self-concept were perceived negatively or not at all by their peers, often had negative interactions with the teacher and were not included in extended interactions with the teacher.

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