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Parental Perspectives on Dual Language Classrooms: The Role of the African American Parents

Parental Perspectives on Dual Language Classrooms: The Role of the African American Parents

Eurydice Bouchereau Bauer, Dorian Harrison
Copyright: © 2015 |Pages: 19
ISBN13: 9781466686687|ISBN10: 1466686685|EISBN13: 9781466686694
DOI: 10.4018/978-1-4666-8668-7.ch006
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MLA

Bauer, Eurydice Bouchereau, and Dorian Harrison. "Parental Perspectives on Dual Language Classrooms: The Role of the African American Parents." Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, edited by Patriann Smith and Alex Kumi-Yeboah, IGI Global, 2015, pp. 139-157. https://doi.org/10.4018/978-1-4666-8668-7.ch006

APA

Bauer, E. B. & Harrison, D. (2015). Parental Perspectives on Dual Language Classrooms: The Role of the African American Parents. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development (pp. 139-157). IGI Global. https://doi.org/10.4018/978-1-4666-8668-7.ch006

Chicago

Bauer, Eurydice Bouchereau, and Dorian Harrison. "Parental Perspectives on Dual Language Classrooms: The Role of the African American Parents." In Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, edited by Patriann Smith and Alex Kumi-Yeboah, 139-157. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8668-7.ch006

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Abstract

Although limited research studies exist on African-Americans in dual language programs in general, even less exist on African American parents' experiences within dual language programs. In this chapter, we present the voices of nine African-American parents. These voices serve as a lens to understand the ways in which the program impacted these parents' homes and the lives of their children. The data was gathered within the first two years of a dual language program. Each of the families was interviewed twice across two years. Three major findings emerged. First, the capital that students gained in school impacted the adults at home. Second, these new home interactions based on students' school learning influenced parents' and students' views of themselves and their community. Third, in the home and in the community, ambivalence was reflected regarding learning basic school concepts in a second language. This study captures the tug and pulls associated with families wanting to provide their children with the best opportunities within a racialized society.

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