Two-Way Immersion Classrooms during the COVID-19 Pandemic: Parent and Teacher Perceptions of Student Learning
Public Deposited- Creator
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Franco-Jenkins X.
- Affiliation: Frank Porter Graham Child Development Institute
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LaForett D.R.
- Affiliation: Frank Porter Graham Child Development Institute
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Winsler A.
- Other Affiliation: George Mason University
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Ordoñez Rojas D.
- Other Affiliation: George Mason University
- Abstract
- The present study examined parents’ and teachers’ perceptions of student learning in Spanish–English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported their perceptions of their children’s instruction and learning experiences in English and Spanish during the 2020–2021 school year. Teachers reported if their students had opportunities to practice oral bilingual skills and their perception of students’ improvement in English and Spanish skills. Parents reported that there were more opportunities to practice English than there were to practice Spanish. Teachers reported that remote instruction offered fewer opportunities than hybrid instruction did to practice oral language skills. Overall, the teachers agreed that students’ language skills in English and Spanish improved. Similarly, the parents agreed that students’ language skills improved; however, they reported that their English skills improved more than their Spanish skills did. Student and family background factors, such as language fluency and parental education, were negatively associated with barriers to remote access. Implications for future research and suggestions for supporting students attending DLE programs during remote instruction are offered.
- Date of publication
- 2023
- Keyword
- DOI
- Identifier
- Resource type
- Article
- License
- Attribution 4.0 International
- Journal title
- Education Sciences
- Journal volume
- 13
- Journal issue
- 9
- Language
- English
- Version
- Publisher
- Funder
- Institute of Education Sciences, IES
- U.S. Department of Education, ED, (R305A180063)
- ISSN
- 2227-7102
- Publisher
- Multidisciplinary Digital Publishing Institute (MDPI)
Relations
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