Educational Leaders’ Perspectives of Foreign Language Immersion Programs

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" Educational Leaders’ Perspectives of Foreign Language Immersion Programs "
Grivet, Candice Suzanne Payne, Alina

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1105884
Doc. No	:	TLpq2339173058
Main Entry	:	Grivet, Candice Suzanne
	:	Payne, Alina
Title & Author	:	Educational Leaders’ Perspectives of Foreign Language Immersion Programs\ Grivet, Candice SuzannePayne, Alina
College	:	Grand Canyon University
Date	:	2019
student score	:	2019
Degree	:	Ed.D.
Page No	:	354
Abstract	:	The purpose of this qualitative descriptive study is to explore how school administrators and teacher leaders understand, plan, and coordinate the foreign language immersion program’s components in K-12 schools in the Southeastern United States. The theory of effective bilingual schooling and the Guiding Principles for Dual Language Education served as the framework of the study. The research questions that guided the study asked how school administrators understand and plan the foreign language immersion program’s components in K-12 schools and how teacher leaders understand and coordinate the foreign language immersion program’s components in K-12 schools. A convenience sampling strategy was used to select five school administrators and 12 teacher leaders. Data were gathered through semi-structured one-on-one interviews and a focus group interview. An inductive thematic analysis was used to analyze the data. Three themes related to Research Question 1 were multilingualism and multiculturalism, teachers’ support, and program networking. Three themes related to Research Question 2 were educational equity in two languages of instruction, organization of opportunities for sustained partner language use, and implementation of the curriculum in the classroom. Conclusions from this study were that school administrators integrated teachers in program planning and strengthened communication and relationships with national and international partners to deepen stakeholders’ involvement. Teacher leaders coordinated curriculum, language instruction, and sociocultural awareness across languages throughout collaboration types and implementation of tailored instructional practices to enhance student success.
Subject	:	Educational administration
	:	Educational leadership
	:	Foreign language learning