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This dissertation employs a multiple case study approach to explore the views and expectations of Latino-Hispanic parents of ELLs regarding their children's school English language acquisition programs (ELAP). The central research question investigates the perceived effectiveness of these programs and their alignment with parents' aspirations for their children's academic success, future earning potential, and socioeconomic mobility. Subsequently, the study delves into the impact of structural inequalities, parental involvement, and program effectiveness as perceived by these parents.
The research was conducted in New York with 10 participants, representing diverse backgrounds and experiences among Latino-Hispanic parents. Through in-depth interviews, the study gathered rich insights into participants' perspectives and expectations. Findings revealed several themes, including the paramount importance placed on English proficiency for academic success, career opportunities, and socioeconomic mobility. Parents also emphasized the need for cultural integration and identity preservation alongside English language development.
Implications for school practice and policy emerged from these findings. Educational institutions are urged to prioritize effective ELAP that cater to diverse needs, address structural inequalities, and promote cultural integration. Collaboration with parents is deemed essential for program success, with parents advocating for timely language proficiency and active involvement in decision-making processes.
In conclusion, the study underscores the significance of comprehensive, culturally responsive, and collaborative approaches in designing and implementing effective ELAP. These implications can inform policy development, program enhancements, and best practices, fostering inclusive and equitable learning environments for ELLs from diverse linguistic and cultural backgrounds.