| Immersion programs have been identified as the vanguard of effective K-12 foreign language teaching. Through their early start and prolonged sequence of language learning, these programs allow students to develop intercultural sensitivity, high levels of functional language proficiency, and literacy in at least two languages. Despite immersion programs' proven effectiveness and benefits they remain relatively unknown to the larger public. Yet the recent national momentum toward developing a language-competent society has brought with it an opportunity to both improve and learn from these programs.;This qualitative study explored the motivations and decision-making processes of parents who chose to send their children to new German immersion schools. Parents are the subjects of this study because, as primary stakeholders in their children's education, they have been recognized as a key feature in making school programs effective and successful. Particularly, attitudes and beliefs have been found to influence parents' decisions to become involved in their child's education. The instrument selected is comprised of semi-structured interview questions that were developed to examine how parents' educational goals, language beliefs, program perceptions and expectations impact the educational decisions they make. A second aspect, this study investigated the kinds of roles parents had constructed for themselves by asking parents about their own school experience, and perceived roles and responsibilities in their children's education. Using content analysis, this study examined sixteen parent interviews, reflective notes, and school observation write-ups.;The study revealed that parents are of utmost importance to immersion programs. Participants are huge supporters of immersion education and very involved in their child's school. They enrolled their children in these programs for reasons such as their family language background or a true passion for language learning. Parents appeared very reflective and knowledgeable of immersion education, child rearing, and their impact on their children's education. They had very high expectations but saw themselves as partners to schools in providing their children with the best education possible. Implications for immersion program administrators, teachers, and parents are offered. |
