A Case Study of Parental Involvement in a Conversion from Transitional to Dual Language Instruction

This case study examines the socio-political context of a K-8 public elementary school. In particular, the interchanges that occurred between the school and the parents involved in developing a dual language school program are examined. Findings indicate that school personnel and parents were routinely involved in planning and developing a move to dual language at first, and that these individuals opted for philosophies, practices, and procedures geared toward making dual language students appear normal. As the program developed, parent satisfaction and involvement declined. Teachers, administrators, and staff generally seemed good-natured and easy going, but “distant,” according to parents. The practitioners addressed the demands and objectives of the intended change but interacted with the parents in such a way as to appear detached and removed. The parents suggested that school personnel were taking steps to address school issues, and that while they acknowledged the needs and interests of parents, the teachers and administrators appeared to be involved but not in such a way as to support family values.