UCLA

This dissertation study investigated parents of students in Korean-English two-way immersion (TWI) programs in the Los Angeles area. For this study, I collected surveys from seven elementary schools' Korean-English TWI programs, and a total of 454 parents of children in the programs participated in the study.

Using the survey data, I documented parents' demographic features and explored parents' perceptions regarding their child's language development in both English and Korean. I also examined parents' views on their child's experiences to relate to students of other races and cultures and parents' own experiences with fellow parents. I then explored parental participation in Korean-English TWI programs and in school. Finally, I investigated parents' overall evaluation of their child's Korean TWI programs. Survey data were analyzed by multiple regression analyses, where I investigated relationships between topics of interest and other parent-related variables. I also presented descriptive statistics for individual topics and performed rank sum tests to compare Korean parents in the survey to non-Korean parents to examine group differences.

The study's findings call upon researchers and educators to attend to Korean TWI programs and TWI programs in general to ensure quality dual language instruction for all students and foster integration in the program. Although Korean TWI programs have significant potential in offering inclusive environment where students as well as their families interact with diverse racial, cultural, and linguistic groups, this study also evokes the significance of conscious and purposeful efforts for integration, which should be attended to continuously.