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Two Dimensions of Parental Involvement: What Affects Parental Involvement in Dual Language Immersion?
Ee, Jongyeon – Bilingual Research Journal, 2017
This article investigates parental involvement in Korean two-way immersion (TWI) programs from the social capital theory perspective. This study explores the degree to which parental involvement is affected by parents' demographic features and parent-related variables by analyzing data from 454 parents of students enrolled in seven elementary…
Descriptors: Parent Participation, Immersion Programs, Social Capital, Elementary School Students
Lee, Steven K. – Bilingual Research Journal, 1999
A Los Angeles-area survey of 290 Latino parents of elementary and middle school children enrolled in bilingual education classes found that most parents did not understand the different models of bilingual education but thought that use of two languages facilitated their children's development of English. Although supporting bilingual education,…
Descriptors: Bilingual Education, Educational Attitudes, Elementary Education, Hispanic Americans
Effects of Two Way Immersion on the Ethnic Identification of Third Language Students: An Exploratory Study.
Rolstad, Kellie – Bilingual Research Journal, 1997
An exploratory study used Los Angeles' Korean/English Bilingual Immersion Project (KEBIP) to examine effects of two-way immersion on ethnic identification of third-language speakers who received no first-language support from teachers. KEBIP participants were compared with ethnically matched students from other classrooms. Third-language students…
Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Elementary Education
The Effects of Whole Language Instruction on the Writing Development of Spanish-Speaking and English-Speaking Kindergartners.
Kuball, Yazmin Elizabeth; Peck, Sabrina – Bilingual Research Journal, 1997
A yearlong study investigated the effects of whole language-based instruction on the writing development of eight Spanish-speaking and eight English-speaking kindergarten children. The writing skills of the Spanish-speaking children developed similarly to those of the English-speaking children, refuting rationales used to place Spanish-speaking…
Descriptors: Bilingual Education, Emergent Literacy, Kindergarten Children, Limited English Speaking