Journeying Together

Improving Parent Relations within Dual-Language Immersion Programs as a Model for Cross-cultural Understanding and Collaboration

  • Lisa Porter James Madison University

Abstract

When visiting Dual Language Immersion (DLI) programs within today’s public schools, sociocultural divides and linguistic barriers between parents of each represented language group become quickly recognizable. Drawing upon data gathered from an extensive case study at an elementary school in Virginia, this paper explores the intercultural relations between DLI parents and the need to re-examine the overall purpose of such programs. Findings revealed strong parent motivation to work collaboratively in establishing relationships and supporting DLI learning opportunities that transcend language instruction for their children to include cross-cultural understanding and a commitment to creating more inclusive communities.

Published
2018-05-10
How to Cite
PORTER, Lisa. Journeying Together. Journal of Interdisciplinary Studies in Education, [S.l.], v. 6, n. 2, p. 19-31, may 2018. ISSN 2166-2681. Available at: <http://isejournal.org/index.php/jise/article/view/199>. Date accessed: 21 july 2018.