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Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program

Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program

Amy E. Kirkley Thomas, David R. Byrd, DeeDee Mower
Copyright: © 2021 |Pages: 25
ISBN13: 9781799847120|ISBN10: 1799847128|ISBN13 Softcover: 9781799869788|EISBN13: 9781799847137
DOI: 10.4018/978-1-7998-4712-0.ch008
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MLA

Thomas, Amy E. Kirkley, et al. "Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program." Bridging Family-Teacher Relationships for ELL and Immigrant Students, edited by Grace Onchwari and Jared Keengwe, IGI Global, 2021, pp. 140-164. https://doi.org/10.4018/978-1-7998-4712-0.ch008

APA

Thomas, A. E., Byrd, D. R., & Mower, D. (2021). Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program. In G. Onchwari & J. Keengwe (Eds.), Bridging Family-Teacher Relationships for ELL and Immigrant Students (pp. 140-164). IGI Global. https://doi.org/10.4018/978-1-7998-4712-0.ch008

Chicago

Thomas, Amy E. Kirkley, David R. Byrd, and DeeDee Mower. "Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program." In Bridging Family-Teacher Relationships for ELL and Immigrant Students, edited by Grace Onchwari and Jared Keengwe, 140-164. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-4712-0.ch008

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Abstract

Spanish-English dual immersion (DI) programs can help bridge the academic achievement gap between Spanish-speaking English language learners (ELLs) and native English speakers. However, for DI programs to help ELLs, both teachers and parents/guardians need to be aware of their existence and long-term benefits. This case study examined under-enrollment in a Spanish-English DI strand program at a predominately Latinx neighborhood school with a sizable Spanish-speaking ELL population. The case study school faced challenges of transience, limited human and financial resources, and misinformation. Both parents and teachers reported a lack of information to make educational choices and recommendations. School employees built bridges between the school and parents by standardizing the introduction of DI at kindergarten parent-teacher conferences, improving the DI open house, and engaging the efforts of the school's bilingual secretary. Recommendations are provided for increasing parents' and teachers' access to accurate information regarding DI in accessible formats.

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