Abstract
AbstractThis 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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
