Parent and Teacher Perceptions of a Brazilian Portuguese Two-Way Immersion Program

Autor/inn/en	Oliveira, Gabrielle; Chang-Bacon, Chris K.; Cho, Eunhye; Baez-Cruz, Maria
Titel	Parent and Teacher Perceptions of a Brazilian Portuguese Two-Way Immersion Program
Quelle	In: Bilingual Research Journal, 43 (2020) 2, S.212-231 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliveira, Gabrielle) ORCID (Chang-Bacon, Chris K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1773961
Schlagwörter	Immersion Programs; Portuguese; English (Second Language); Second Language Learning; Immigrants; Self Concept; Parent Attitudes; Teacher Attitudes; Equal Education; Program Implementation; Parent Role; Teacher Role; Hispanic American Students; Elementary School Students; Comparative Analysis; Immigration; Expectation; Foreign Countries; Bilingual Education Programs; Language of Instruction; Second Language Instruction; Massachusetts; Brazil + Suchen Sie Ihr Suchwort? Immersionsprogramm; Portugiesischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Selbstkonzept; Elternverhalten; Lehrerverhalten; Parental role; Elternrolle; Lehrerrolle; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Expectancy; Erwartung; Ausland; Teaching language; Unterrichtssprache; Fremdsprachenunterricht; Master-Studiengang; Brasilien
Abstract	As the popularity of two-way immersion (TWI) programs increases across the U.S., recent scholarship has drawn attention to inequities in who benefits from these programs and how they are implemented. These findings have drawn the field's attention to the instrumental part played by particular stakeholders in TWI program implementation. While this research has been partially focused in documenting the key role played by parents and teachers in TWI programming, rarely have the roles of parents and teachers been addressed simultaneously. Thus, this study examines the overlap and dissonance between parent and teacher perceptions of a recently implemented TWI program in Massachusetts. As a Portuguese-English TWI program in an area serving Brazilian immigrant communities, this program exists in a relatively unique linguistic landscape in relation to the previous literature on TWI programming in the U.S. Currently, the Portuguese-English language dynamic, as well as the Brazilian Latinx immigrant identity, have been explored little in the extant literature on bilingual education. This study shows a convergence between teachers and parents, who hold parallel perceptions around a newly implemented TWI program, at times exhibiting in their fear and uncertainty, but also sharing excitement and hope for the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01