The experiences of parents with children in elementary english programs and french immersion programs JK-G2

Abstract

This study examined the experiences of parents who enrolled their children in the English or French immersion program. Participants included parents of children in junior kindergarten, senior kindergarten and Grade 2. The primary method of data collection was parental interview. Questionnaires were also administered to parents with children in Grade 2. The results indicated that parents have different considerations when deciding to enroll their children in French immersion or English. Among parents with children in French immersion there was a trend of differential literacy practices and self-efficacy regarding homework support based on parental comfort in using the French language. Overall, the results indicate that parents desire more ease of access to information pertaining to enrollment and French immersion parents desire more easily accessible resources to support their children in homework.