Examining the Impact of Parental Involvement in a Dual Language Program: Implications for Children and Schools

Authors

Juan F. Casas
Carey S. Ryan, University of Nebraska at OmahaFollow
Lisa Kelly-Vance, University of Nebraska at OmahaFollow
Bridget O. Ryalls, University of Nebraska at OmahaFollow
Angela Ferguson, University of Nebraska at OmahaFollow
Collette Nero, Omaha Public Schools

Files

Description

Most native-born, English-speaking Americans – if they understood that developing the native language is good for English and good for longterm academic achievement – would support bilingual education. The problem is, almost none of them have heard the case. They have only heard the disinformation, coming from people who oppose these programs for extraneous (i.e., political) reasons (James Crawford, 1999).

Publication Date

2005

Publisher

Office of Latino/Latin American Studies (OLLAS), University of Nebraska at Omaha

City

Omaha, Nebraska

Department

Latino/Latin American Studies

Comments

OLLAS Special Report No. 2.

(2005). Examining the impact of parental involvement in a dual language program: Implications for children and schools. OLLAS Special Report No. 2. Omaha, NE: Office of Latino/Latin American Studies (OLLAS) at the University of Nebraska at Omaha.

Recommended Citation

Casas, Juan F.; Ryan, Carey S.; Kelly-Vance, Lisa; Ryalls, Bridget O.; Ferguson, Angela; and Nero, Collette, "Examining the Impact of Parental Involvement in a Dual Language Program: Implications for Children and Schools" (2005). Faculty Books and Monographs. 189.
https://digitalcommons.unomaha.edu/facultybooks/189