A multiple-case study of French-language immersion programs in New Orleans: Addressing local needs through bilingual education

Jessica B Kanoski, Purdue University

Abstract

Bilingual education in the United States is a politicized topic largely centered on immigration issues rather than linguistic ones. States vary widely in their treatment of legislation dealing with bilingual education. Over half of the states have shown reluctance toward bilingual education by recognizing English as the official language and/or by restricting bilingual education through decreased funding and increased teacher accountability. Through adoption of languages other than English as official languages or using resources to expand bilingual education programs, other states have demonstrated greater acceptance of bilingualism and bilingual education. Over the last 50 years, the state of Louisiana has encouraged the use of French in education, particularly in New Orleans, where French-language immersion has experienced tremendous growth since its introduction in the city thirty years ago. This qualitative multiple case study of three French-language immersion programs in New Orleans examines 1) reasons for increased numbers of this type bilingual education program in New Orleans, and 2) distinctions between three programs. Data collection methods include observations in the schools and classrooms, interviews with teachers, representatives of the French Consulate and the Council for the Development of French in Louisiana (CODOFIL), and surveys distributed to the parents. Reasons for continued success include the establishment CODOFIL, an agency that oversees the promotion of French and the recruitment of teachers as well as continued demand and support from the parents. The second portion of the study focused on the distinctions between the schools in the forms of cultural and instructional choices, largely originating from the choice of curriculum. The choice of the Louisiana or French curriculum influenced factors such as materials, cultures depicted, and expectations of behavior. Findings demonstrated that observed distinctions, such as exposure to different cultures, were closely aligned with choices made by the schools. Overall findings indicate that the collaboration between CODOFIL and the schools is largely responsible for the increased numbers of programs and consistency in the choices made by the schools. This study demonstrates that foreign-language immersion programs in Louisiana are developing into a sustainable and flexible option in the educational landscape. The increased number of these schools despite the fact that they do not serve language minority groups points to the viability of foreign-language immersion programs as also seen in the increasing numbers of immersion programs in the United States. The collaboration of parents, schools, and governments through a central agency provides the necessary mechanism supporting the efficiency of the model seen in Louisiana. The description of the distinction between schools as well as the supporting operations model behind the schools can serve as a basic replicable framework for other growing immersion school systems in the United States.

Degree

Ph.D.

Advisors

Brown, Purdue University.

Subject Area

Bilingual education|Foreign Language

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