Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs

Abstract

ABSTRACT This study concerns integration in a two-way dual language immersion (DLI) context. Specifically, the present study examines parents of students in Korean-English DLI programs with the intent to understand the extent of their satisfaction with their child’s ability to get along with children of different cultures and languages. This study also examines parental views on integration among parents themselves. Using the survey data collected from over 450 parents in seven elementary schools in southern California, this quantitative study also investigates to what degree the variables of integration among children and among parents are associated with other parental demographic characteristics and parental experiences in their child’s DLI program. Based on the study findings, this study argues that integration in DLI must be a school-wide commitment and not simply a program’s goal. Moreover, to achieve integration in DLI, all stakeholders of the program need to be considered, including students, educators, and families of students in the school. This study also highlights the need to diversify discussions regarding DLI programs in terms of target languages, program types, and school locations.