Foreign Language Immersion Programs and School Policy: Conflicting Agendas

• Published in: Research in the schools Vol. 19; no. 2; pp. 1 - 16
• Main Authors: Olson Beal, Heather K, Haj-Broussard, Michelle, Boudreaux, Nicole
• Format: Journal Article
• Language: English
• Published: Jacksonville Mid-South Educational Research Association (MSERA) 01.10.2012; Research in the Schools
• Subjects: Academic Achievement; Accountability; African American Students; Comparative Analysis; Court Litigation; Culture Fair Tests; Education policy; Educational Change; Educational Objectives; Educational Policy; Elementary School Students; Elementary School Teachers; English (Second Language); French; Immersion Programs; Interviews; Language Acquisition; Language Arts; Language of Instruction; Language proficiency; Language Skills; Linguistics; Mathematics Tests; Minority Group Students; Parent Attitudes; Policy Analysis; Program Descriptions; School Desegregation; School Districts; Scores; Second Language Instruction; Second Language Learning; Spanish; Standardized Tests; State Legislation; Student Attitudes; Students; Teacher Attitudes; Louisiana; New York; Canada; Baton Rouge Louisiana; United States > US
• ISSN: 1085-5300

In this position article, we explore what happens when school district policies regarding desegregation, accountability, and foreign language immersion education collide. Specifically, we contrast 2 immersion programs that experienced distinct outcomes as a result of the conflicting agendas underlying these 3 policies. One program, originally created to satisfy court-ordered desegregation objectives, grew and continues to thrive, whereas the other program was damaged and eventually destroyed due to conflicts that emerged from the collision of the diverse objectives of these educational policies and programs. We highlight significant implications for practice that emerge from our analysis of conflicting policy agendas.