Immersion and Identity: Experiences of an African American Preschool Child

Authors

  • Ruanda Garth McCullough Loyola University Chicago
  • Sharon Adelman Reyes DiversityLearningK12

DOI:

https://doi.org/10.18251/ijme.v12i2.306

Keywords:

Spanish language immersion, African American preschooler, bilingual education, qualitatiave case study

Abstract

This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family.  Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement.  In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.

Author Biographies

Ruanda Garth McCullough, Loyola University Chicago

Curriculum and Instruction Assistant Professor

Sharon Adelman Reyes, DiversityLearningK12

Program Director

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Published

2010-11-09

How to Cite

Garth McCullough, R., & Adelman Reyes, S. (2010). Immersion and Identity: Experiences of an African American Preschool Child. International Journal of Multicultural Education, 12(2). https://doi.org/10.18251/ijme.v12i2.306

Issue

Vol. 12 No. 2 (2010): Open Theme Issue

Section

Praxis Articles (Peer-reviewed)

License

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