Please use this identifier to cite or link to this item: https://zone.biblio.laurentian.ca/handle/10219/2193
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dc.contributor.authorBingley, Jennifer-
dc.date.accessioned2014-05-16T14:58:09Z-
dc.date.available2014-05-16T14:58:09Z-
dc.date.issued2014-05-16-
dc.identifier.urihttps://zone.biblio.laurentian.ca/dspace/handle/10219/2193-
dc.description.abstractThis study examined the experiences of parents who enrolled their children in the English or French immersion program. Participants included parents of children in junior kindergarten, senior kindergarten and Grade 2. The primary method of data collection was parental interview. Questionnaires were also administered to parents with children in Grade 2. The results indicated that parents have different considerations when deciding to enroll their children in French immersion or English. Among parents with children in French immersion there was a trend of differential literacy practices and self-efficacy regarding homework support based on parental comfort in using the French language. Overall, the results indicate that parents desire more ease of access to information pertaining to enrollment and French immersion parents desire more easily accessible resources to support their children in homework.en_CA
dc.language.isoenen_CA
dc.publisherLaurentian University of Sudburyen_CA
dc.subjectFrench immersionen_CA
dc.subjectelementary schoolen_CA
dc.subjectparental involvementen_CA
dc.subjectHome literacyen_CA
dc.titleThe experiences of parents with children in elementary english programs and french immersion programs JK-G2en_CA
dc.typeThesisen_CA
dc.description.degreeMaster's Thesisen_CA
dc.publisher.grantorLaurentian University of Sudburyen_CA
Appears in Collections:Master's theses
Master's Theses

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