Log in
|
Help
|
English

English

Engish-Pirate

한국어

Search

Advanced Search

Find results with:

Add another field

Search by date

to

Searching collections:

CCSU Theses and Dissertations

Add or remove collections

Home CCSU Theses & Dissertations Parental involvement and attitudes in FLES education

Reference URL

Share

Add tags

Comment

Rate

To link to this object, paste this link in email, IM or document

To embed this object, paste this HTML in website

Parental involvement and attitudes in FLES education

View Description

small (250x250 max)

medium (500x500 max)

large ( > 500x500)

Full Resolution

This item is restricted to only allow viewing of the metadata.

you wish to report:

Your comment:

Your Name:

Submit

Cancel

...

Back to top

Powered by CONTENTdm®

Select the collections to add or remove from your search

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

Select All Collections

C

CCSU Student Publications

CCSU Theses and Dissertations

G

GLBTQ Archives

M

Modern Language Oral Histories

O

O'Neill Archives Oral Histories

P

Polish American Pamphlets

T

Treasures from the Special Collections

V

Veterans History Project

OK

Cancel

Identifier	Thesis 1983
Author	Wielgoszinski, Stephanie Ann
Title	Parental involvement and attitudes in FLES education
Publisher	Central Connecticut State University
Date	2008
Resource Type	Master's Thesis
Notes	Even though studies have shown numerous cognitive and social benefits from early foreign language education, Foreign Languages in Elementary School (FLES) is still a recurrent topic of debate. The key issues involved with FLES focus on inconsistent program designs, interference with core subjects, and varying attitudes toward early foreign language instruction. This research project examines parental involvement in and attitudes toward a district's newly added FLES program. The overall qualitative and quantitative results of a survey explain how parents of the district agree that early Foreign Language (FL) education is important, however, they are not positively-actively involved in their child's FL experience. A more profound look at qualitative data through several one-way ANOVAs (Analysis of Variance) illustrates that families speaking two languages at home have better attitudes toward and are more involved in FLES. This may be a result of heritage language preservation or prior knowledge of a FL. On a local level, the findings reveal that the FLES program was well received, and therefore should be maintained, yet must undergo structural changes to address the need for increased parental involvement. On a non-local scale, the findings reveal that although FLES in the USA has become a more widely accepted practice, there is social and cultural resistance to early foreign language learning related to parental involvement and administration. As we continue to see an increased number of FLES programs in our nation's schools, it is important to understand the role of parent perceptions and involvement in creating a locally supported language program and to integrate successful practices of FLES programs abroad into our own educational system.
Subject	Languages, Modern -- Study and teaching (Elementary) -- United States Education, Elementary -- Parent participation -- United States
Department	Department of English
Advisor	Ciscel, Matthew H., 1968-
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734403
Rating

Find results with:

Searching collections:

Home CCSU Theses & Dissertations Parental involvement and attitudes in FLES education

Parental involvement and attitudes in FLES education

Description

Tags

Comments