Balancing Climate, Culture and Achievement in a New Bilingual Program
Interviews with bilingual teachers, focus groups with general education teachers, and surveys translated into Spanish for the bilingual parents at a small kindergarten through eighth grade school in a northern suburb of a large Midwestern city reveal the thoughts, concerns and excitement about the addition of a bilingual program to the school. This study outlines the need to diversify the school of study and identifies concerns each stakeholder group has about the transition of bilingual students and families to a new school as well as possible solutions to the concerns. Through the data collected in this study, a Change Plan is developed to aid in a smooth transition of nearly 35 families, their children and their teachers.
school climate, school culture, bilingual education, Bilingual, Multilingual, and Multicultural Education, Education, Educational Leadership
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