Second language acquisition, english as a second language, esl, bilingual education, immersion, dual language immersion
In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home from their student's DLE. The study data included biographical information, statements depicting the reasons for enrollment rated by a Likert scale, and an area for comments. Overall, the study found that survey participants rated their child's comfort communicating with Spanish speakers (4.75 out of 5) to be the most important reason for enrollment. A difference was found in responses depending on the ethnic/language group of surveyed participants. Primarily, Spanish speakers responded more positively to the statements regarding bilingual education than any other ethnic/language group. All parents conclusively believe the dual immersion program has been a success for their children.
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Master of Arts (M.A.)
College of Arts and Humanities
Teaching English to Speakers of Other Languages
Length of Campus-only Access
Masters Thesis (Open Access)
Arts and Humanities -- Dissertations, Academic, Dissertations, Academic -- Arts and Humanities
DeLorenzo, Leah, "Parental Beliefs And Attitudes On Enrollment In A Dual Language Program At An Elementary School" (2013). Electronic Theses and Dissertations. 2743.
Restricted to the UCF community until December 2013; it will then be open access.