Document Type
Article
Publication Date
2009
Abstract
The present article offers the reflections of the principal of the longest-running two-way immersion school in Southern California on some of the key factors positively impacting the program, namely parental involvement, teacher commitment, and principal support. Additionally, it includes some of the critical challenges she must continuously face as part of her job, i.e., scarcity of qualified and minority language proficient teachers, lack of funding and adequate materials in the minority language, as well as the impact of federal and state education laws on the autonomy of the program. She also gave some recommendations, based on her professional experience, for those schools interested in the implementation of this innovative educational approach. The information provided throughout the article is connected to recent research on two-way programs in the United States and finalizes with some conclusions for the future.
Original Publication Citation
Ramos, F. (2009). “Why do we do this?” Reflections of a two-way immersion school principal on the roles of parents, teachers, and her own, in the program. Estudios de Lingüística, 23, 225-240. http://hdl.handle.net/10045/14754.
Digital Commons @ LMU & LLS Citation
Ramos, Franciso, "“Why Do We Do This?” Reflections of a Two-Way Immersion School Principal on the Roles of Parents, Teachers, and Her Own, in the Program" (2009). Education Faculty Works. 7.
https://digitalcommons.lmu.edu/education_fac/7
