School administrators’ perspectives of French immersion programs

Abstract

Abstract This study explored how school administrators understand and plan for French immersion program components in K‐12 schools in Louisiana. The theory of effective bilingual schooling and the Guiding Principles for Dual Language Education served as the framework of the study. The research questions that guided the study asked how school principals and assistant principals understand and plan for French immersion program components in K‐12 schools. Purposive sampling was used to select five school administrators. Data were gathered through semi‐structured, one‐on‐one interviews. The analysis of data used inductive thematic analysis. Five themes emerged: multilingualism and multiculturalism, academic achievement, leadership, teachers’ support, and program networking. Findings from this study were that school administrators developed a high degree of advocacy, teachers’ support, shared leadership, and strengthened communication and relationships with local, national, and international partners to deepen stakeholders’ involvement.

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