Perceptions of Bilingual Education: A Mixed Methods Study Exploring Latinx Parents’ Experiences

As the Latinx Spanish-speaking and emergent bilingual population nationwide grow, there is a pressing need for more inclusive language education programs in schools. Simultaneously, it is critical to recognize Latinx parents’ educational goals for their children. This study explores Latinx parents’ experiences navigating the language program at their children’s school in Illinois. It also examines the possible discrepancies between parents’ educational goals and the school’s goals through the theoretical lens of bilingual education typology and a family language policy framework (Spolsky, 2012). Using a mixed-methods methodology, I surveyed 101 Latinx parents and interviewed thirty parents. I analyzed the quantitative phase using descriptive statistics and used phenomenological data analysis for the qualitative phase. The integration of both phases resulted in a statistics-by-theme joint display. Three main findings emerged: (a) educational experiences: across different programs, parents were satisfied with the program because their children had achieved bilingualism; (b) educational beliefs: parents desired programs that developed their children’s Spanish language skills so they could sustain relationships with family in the US and their birthplace; and (c) family language policies: parents cultivated Spanish through language and literacy practices at home. Parents have many questions and misunderstandings about language programs and lack accessibility to dual language programs that align most with their educational goals. This study highlights the intersection of language education policy at school and family education policies at home. Schools often ignore parents’ views on the significance of keeping Spanish in the family’s life (McClain, 2010), especially when children have special education needs.