Bilingualism and bilinguality: An exploration of parental values and expectations in an American sponsored overseas school

This study explored the following questions: (1) What factors affect parental choice in the selection of the American School of Rio de Janeiro? (2) What values and expectations do parents hold regarding bilingualism and bilinguality? (3) How are parental characteristics such as language proficiencies, home language, nationality, experience abroad, and education, related to values, expectations, and choice of schools?Data was collected through a review of 256 parent applications/questionnaires and in-depth interviews. Parent nationality was consistently indicated on parent questionnaires and became the predominant factor in data analysis and in participant selection for interviews. Data analysis was supported through the use of qualitative analysis software.Opportunities to acquire English, teaching methodology, recommendations, and the school's reputation were reasons given most frequently by all parents for enrolling their children in the school. Parents' reasons varied by nationality. Americans most frequently cited recommendations, the American style curriculum, links to other American schools in the U.S. and abroad, and English. Third country nationals most frequently cited English acquisition, recommendations, links to other American schools, the Montessori program, and the American program. Brazilians most frequently cited their employment by the school, English acquisition, teaching methodology, recommendations, a sibling enrolled in the school, and ambiance.Parents differed in their involvement in the school selection process. Brazilian parents had a range of schools to choose from. In contrast, American parents and third country nationals were more limited in their options and relied on recommendations from other parents and employees.English as an instructional language was important to parents. American parents sought consistency with U.S.-based schools and maintenance of their children's native language. Brazilian parents and third country nationals viewed the English-based curriculum as an opportunity for their children to acquire a second or third language.Parents expressed a desire for their children to be prepared to attend university as a result of their educational experiences at EARJ. Brazilians and third country parents wanted their children to have access to universities in the U.S. and in their home countries. American parents were primarily concerned with access to universities in the U.S.