Parents’ and Family Engagement in Dual Language Two-Way Immersion Program and the Students’ Academic and Socially Outcomes

Parents’ and Family Engagement in Dual Language Two-Way Immersion 1
Program and the Students’ Academic and Socially Outcomes

Parents’ and Family Engagement in Dual Language Two-Way Immersion
Program and the Students’ Academic and Socially Outcomes

Betty I. Gómez
MED 5305 – Educational Research

August 19, 2017

Parents’ and Family Engagement in Dual Language Two-Way Immersion 2
Program and the Students’ Academic and Socially Outcomes

Chapter I

Introduction

The Every Student Success Act (ESSA) mandates the following under their Sec.

1010 Parent and Family Engagement,

“…parent and family involvement activities to improve student academic achievement and
school performance…”, “…coordinate and integrate parent and family engagement strategies
under this part with parent and family engagement strategies…”, “…improving the academic

quality of all schools served under this part, including identifying— (i) barriers to greater
participation by parents in activities authorized by this section (with particular attention to
parents who are economically disadvantaged, are disabled, have limited English proficiency,
have limited literacy, or are of any racial or ethnic minority background); ‘(ii) the needs of
parents and family members to assist with the learning of their children, including engaging with
school personnel and teachers; and ‘‘(iii) strategies to support successful school and family

interactions…” (Wright & Wright, 2017).
These are some of the requirements that public schools are mandated to fulfill

related to parent’s engagement, previously called parent involvement, on the students’

education under the ESSA. Establishing a relationship between districts, schools, and

parents had shown to be beneficial for student success. “Parent, family, and community

involvement in education correlates with higher academic performance and school

improvement” (NEA, 2008).

Understanding the importance of parents’ and family engagement is important

when implementing programs that requires additional support in order for these to be

successful. This is the case when implementing a Dual Language program into a school

system that might not be used to the idea of learning a new language. Dual language

immersion is defined by the Texas Education Agency (TEA) (2012) as:

Parents’ and Family Engagement in Dual Language Two-Way Immersion 3
Program and the Students’ Academic and Socially Outcomes

“An educational approach in which students learn two languages in an instructional setting that
integrates subject content presented in English and another language. Models vary depending
on the amount of each language used for instruction at each grade level. The program must be

based on instruction that adds to the student's first language. The implementation of a dual
language immersion program model is optional.”

Having students learning two languages simultaneously can be a challenge for

students, parents, and teachers. The Texas Education Code explains that public

schools might offer the dual one-way or dual two-way immersion programs, offering the

languages of English and Spanish (TEA, 2013). Knowing that the implementation of

either of these programs is optional, means that not all schools would have it available.

The schools that offer the students and parents with this opportunity should have a

parent and family involvement plan in order to make the program successful. This is

important because teachers will be working with students and parents that would differ

in language and culture. The teachers that teach subjects in English will work with
native and non-native English speakers’ students and parents; and teachers that teach
subjects in Spanish will work with native and non-native Spanish speakers’ students

and parents.

Statement of the Problem

Introducing parents to a program that teaches two languages, including a
language that they might or might not be familiar with, requires additional support from
teachers and administrators in order to allow students to be successful in both
languages and acquire the purpose of the program, bilingualism and biliteracy. As well
is important to have the cooperation of parents. For this reason is important that parents

Parents’ and Family Engagement in Dual Language Two-Way Immersion 4
Program and the Students’ Academic and Socially Outcomes

are involved in their student’s education and that districts, administrators, and teachers

acknowledge the need for them to be involved. Parents need the encouragement in

order to feel appreciated and welcome into the educational setting of their child or to

their education process.

Some studies show the need of parent engagement, how and what parents

expect from schools to provide in order for them to be able to help their child achieve

what is required by the state. Parent engagement in school and home is needed to
reduce the achievement gap (Lee, J. & Bowen, N., 2006). The students’ achievement

gap can become a later problem, which can limit the student understanding of new

objectives. Not only parental involvement helps students academically, it also helps with

their school behavior and social competency (Casas et al., 2005).

It can be understood that parent’s engagement is not the only strategy used to
achieve the students’ academic success, good behavior, and social competency, but is
a factor that promotes better results if it is enforced than not implementing it.

Difficulties Encounter

Some difficulties encountered while working on this research was not finding the
sufficient information regarding parents’ engagement in dual language programs. Much
information can be found for parent involvement in mainstream programs, but not for
dual language. The information found will be compared with my experience teaching in

Parents’ and Family Engagement in Dual Language Two-Way Immersion 5
Program and the Students’ Academic and Socially Outcomes

a dual language program for the last four years, which is important to highlight the

possibility of bias information that would have to be investigated by further research.

Purpose/Need of the Study

Being knowledgeable of the necessity of having parents’ and family engage in a
dual language classroom and their child education will allow districts, administrators,
and teachers plan and implement a well-organized program. This will allow students to
receive a quality education while sharing it with their parents and family. Also will allow
parents understand the benefits and advantages of having their students learning a
second language. Some of these advantages are that students develop full oral and
reading and writing proficiency in two languages, they learn to read and write at grade
level in the second language, and students develop a positive attitude toward other
languages and cultures, as well as a positive attitude toward themselves as learners
(CAL, 2005).

Parent and family engagement would be a factor that would be beneficial to
achieve these advantages. It would not only create future bilinguals and biliterate
citizens, these students will also be culturally aware. They would be able to understand
the difference between cultures and appreciate it.

Parents’ and Family Engagement in Dual Language Two-Way Immersion 6
Program and the Students’ Academic and Socially Outcomes

Chapter II

Review of Literature

“When parents are involved, they often develop a sense of efficacy that is
communicated to children with positive academic consequences- especially in the case
of language minority children” (Howard et al., 2007). Definitely parents’ involvement is
crucial, not only for a child’s education but also for their everyday life. The positive
consequences of being involved in our own child lives and education would be a benefit
on the long run. In order to understand why parent and family involvement is important
and crucial in a student’s educational path is important to know and be conscious about
what, how, and the purpose of what our students are learning in the classroom.

Dual Language Two-Way Immersion and Its Benefits

There are many enrichment programs that are currently being offered to students
and assure that these students will benefit from them and be successful in certain and
specific areas depending on the program. In this research the information provided is
related to the bilingual programs, specifically the dual language two-way immersion.
TEA Education Code (2013) clearly specifies that the dual language two-way immersion
is “a biliteracy program that integrates students proficient in English and students
identified as students of limited English proficiency in both English and Spanish and
transfers a student identified as a student of limited English proficiency to English-only

Parents’ and Family Engagement in Dual Language Two-Way Immersion 7
Program and the Students’ Academic and Socially Outcomes

instruction not earlier than six or later than seven years after the student enrolls in
school”.

Getting familiarized with the program and inquire about the program should be
the first steps that parents need to achieve, this will help them understand what would
be required from their students and them. In a concise manner that parents can
sympathize with the information, the modus this program use to deliver new learning
experiences to the students differ from the way a mainstream class does. All students,
English native speakers and ELL, are together in a classroom and are exposed to two
languages, English and Spanish, for an equal amount of time, also known as the 50/50
model. Torres-Guzmán (2002) explain that this program is also called developmental
because some developmental issues like linguistic, psychological, social, and cognitive
are taken into consideration when designing the program, as well as an enrichment
program because a language is added to the one that the students already know and
academic growth should be observed in both languages, in other words biliteracy and
bilingualism.

The dual language two-way immersion program provides great benefits to both
learning groups, native English learners and ELL, since it offers a full achievement gap
closure. Thomas and Collier (2003) have conducted several researches on these
program and they explain that some of the benefits that can be obtain from these
program are: (1) enriched and sustained forms of instruction, which provide students
with support in their first language while learning a second one; (2) integrated, inclusive,

Parents’ and Family Engagement in Dual Language Two-Way Immersion 8
Program and the Students’ Academic and Socially Outcomes

and unifying education experiences for the students; (3) native English speakers
expand their worldviews by including knowledge of and respect for the customs and
experiences of others; and (4) native English speakers tend to scored higher in the
reading section of the SAT (Standard Achievement Test) than their monolingual peers,
while acquiring a second language.

Implementing a Dual Language Two-Way Immersion Program

In order for the dual language two-way immersion program provide all these and
more benefits to the students, it’s imperative that the program is implemented
accordingly to what experts and researchers indicate based on previous observations
and results. Michael Whitacre (2015) conducted a research about the basic factors
needed for implementing this program. He indicates that a theoretical and philosophical
discussion must be stated at all levels, with parents, teachers, administrators, etc… All
of them should believe in the benefits of the program, in order to gain ownership and
“buy in”. Also that these would be essential for planning, implementation, and the
program sustainability. Some of his research studies revealed that having the support of
parents, communities, teachers, and administrators lead to successful programs and a
longer life expectancy of it. But, it is imperative for administrators to have a positive
attitude toward change and implement the program with effective practices.

Parents’ and Family Engagement in Dual Language Two-Way Immersion 9
Program and the Students’ Academic and Socially Outcomes

Parent and Family Engagement

Once parents and families understand the program, know the benefits that it

represent for their students, and the program is implemented satisfactorily, then is time

for parents and family to get engaged in their child dual language education. Many of

the studies encounter for this research are about how engaging Latino families into their

child education, but the purpose of this one is to engage all parents that freely enroll

their students in dual language two-way immersion programs. Parent and family

engagement does not mean that they would have to spend an entire school day working
in school with teachers or others, it’s actively helping their child in school as well as in

the home. The American Psychological Association (2017) defines parent engagement

as,
“Parents and school staff working together to support and improve the learning,

development and health of children and adolescents. Parent engagement in schools is a shared
responsibility in which schools are committed to reaching out to engage parents in meaningful

ways, and parents are committed to actively supporting their children’s and adolescents’
learning and development.”

Expectations of Parents and Family Engagement

Explaining to parents and families what is expected from them and the concept of

being engaged in their child education will allow them to understand their specific role.

These roles can be explain to parents by using the dimensions of parental involvement

recommend by Rapp and Duncan (2011) in their research related to the same topic.
Rapp & Duncan (2011) explain that there are six domains: (1) parenting, refers to the

educational support that a child receives in their homes; (2) communicating, is the

effective written and oral communication between school and home; (3) volunteering, is

Parents’ and Family Engagement in Dual Language Two-Way Immersion 10
Program and the Students’ Academic and Socially Outcomes

when parents donate their time for the benefit of the school, not only their child; (4)
learning at home, is related to homework and other curriculum activities; (5) decision-
making, is creating different committees, which integrates parents leaders and school
representatives; and (6) collaborating, includes seeking resources and services from the
larger community for the benefit of the students.

Once expectations are expressed to parents and how these can be achieve, is
important that the environment of the school nourish and make parents feel welcome.
Parents and family need to feel that they are needed, respected, and appreciated. Rapp
& Duncan (2011) explain that creating a parent-friendly school environment begins with
the principal. She/he needs to lead by example, provide teachers with professional
developments that shows them how to work with parents, increase cultural
competencies, and increase awareness of socio-economic differences. Once teachers
are confident about their duties and obligations toward students and their parents, is
recommended to set some guidelines that explain how teachers will be working with
parents. Teachers need to be aware of parents’ cultures and keep constant
communication with them.

Activities for Parent and Family Engagement

It’s important to highlight one more time that parent engagement is not having the
parents in a classroom just monitoring their children. Active parent and family
engagement is at home and at school. The Michigan Department of Education (2000)

Parents’ and Family Engagement in Dual Language Two-Way Immersion 11
Program and the Students’ Academic and Socially Outcomes

shared different activities that enhance the parents and family engagement. Some of
these are: writing or revising the Title I plan, developing the Parent Compact, joining the
school’s parent organization (PTA, etc.), volunteering in classrooms/after school
activities, workshops, hire a bilingual and parent advocate, bilingual homework hotline,
learn a language lunches, and many others. These activities are more related to parents
and family being involved in school, but as expressed before parents need to also
engage in activities at home. Some activities can be reading with their child, keep
constant dialogues between the students and their families, or even take trips to the zoo
(Rapp & Duncan, 2011).

Benefits/Outcomes of Parent and Family Engagement

Parent and family engagement in dual language two-way immersion is a process
that if it’s well organized and implemented, will lead to the academic and social growth
of the students. Practically all the studies utilized in this research got to the same
conclusions about the benefits and outcomes of having parents and family engage in
the dual language two-way immersion program. These would all be summarized by
using a thesis that was written by Erica Maldonado (2014), where this researcher
created a handbook for increasing parental involvement. The benefits are that students
increase their academic achievement levels, they develop and value multiculturalism or
opportunities to be at ease with cultural diversity, students understand and see the
purpose of learning how to read and write the two languages, they develop a cross-
cultural sensitivity, develop multiculturalism, native English speakers have the

Parents’ and Family Engagement in Dual Language Two-Way Immersion 12
Program and the Students’ Academic and Socially Outcomes

opportunity to learn another language, and native Spanish speakers are able to
maintain their home language and culture.

Conclusion

Based on all the references used to compile and gathered information it can be
concluded that parent and family engagement is a crucial component to achieve the
students’ success in a dual language two-way immersion program. But in order to have
the support of the parents, they need to be fully informed of the dual language program
benefits and how this program can be implemented effectively. Once parents
understand what kind of instruction the child is receiving in the classroom, they would
feel more confident of their role. Let’s not forget about the importance of building a
positive relationship with parents and families in order for them to feel welcomed into
the school and their child education. All of these factors will have well deserve
outcomes, bilingual, biliterate, and multicultural students.

Chapter III

Methodology

The purpose of this research was to determine the benefits or outcomes of
parent and family engagement in a dual language two-way immersion program, but also
to purposefully identify the best practices to implement both and the continuum of these
programs’ development. This is a qualitative research intended to examine the many
nuances and complexities of the research topic. The data for this research was

Parents’ and Family Engagement in Dual Language Two-Way Immersion 13
Program and the Students’ Academic and Socially Outcomes

collected and analyzed to determine a pattern. Studies were divided into categories that
answer the following questions: what is a dual language two-way immersion programs?
What are the benefits of dual language two-way immersion program? How to implement
a dual language two-way immersion program and sustained it? What is parental
engagement? What are the benefits of parental engagement in a mainstream and dual
language program? How to implement parental engagement and sustain it? The
qualitative approach utilize for this research is a content analysis design, where specific
characteristics of the body material were collected and analyzed.

Parents’ and Family Engagement in Dual Language Two-Way Immersion 14
Program and the Students’ Academic and Socially Outcomes

References

American Psychological Association (2017). What is Parent Engagement? APA.
Retrieved from http://www.apa.org/pi/lgbt/programs/safe-supportive/parental-
engagement/default.aspx?tab=4

Casas, J et al. (2005). Examining the Impact of Parental Involvement in a Dual
Language Program: Implications for Children and Schools. Faculty Books and
Monographs. Book 189. Retrieved from
http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1190&context=fa
cultybooks

Center for Applied Linguistics (CAL) (2005). The Two-Way Immersion Toolkit. Brown
University. Retrieved from
http://www.bc.edu/content/dam/files/schools/lsoe_sites/cce/pdf/2%20Way%20Im
mersion%20Toolkit.pdf

Howard, E. R., et al. (2007). Guiding Principle for Dual Language Education (2nd Ed.).
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Lee, J. and Bowen, N. (2006). Parent Involvement, Cultural Parent Involvement,
Cultural Capital, and the Achievement Capital, and the Achievement Gap among
Elementary Gap among Elementary School Children School Children. The
University of North Carolina, School of Social Work. Retrieved from
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on.pdf

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Michigan Department of Education (2000). Parent Involvement Activities. Retrieved

from http://www.michigan.gov/documents/MDE-

P2_par_inv_activities_14910_7.pdf

National Education Association (NEA) (2008). Parent, Family, Community Involvement

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Public Schools. Retrieved from

http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf

Rapp, N. & Duncan, H. (2011). Multi-Dimensional Parental Involvement in Schools: A

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(NCPEA). Retrieved from http://files.eric.ed.gov/fulltext/EJ971515.pdf

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English Language Learners. TEA. Retrieved from

file:///C:/Users/b.gomezdelvalle/Downloads/Chapter%2089%20BB%202012%20

English%20Language%20Learners%20(ELL).pdf

Texas Education Agency (TEA) (2013). Education Code. TEA. Retrieved from

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http://www.wrightslaw.com/essa/essa.391pages.pdf