Hmong Parents\u27 Perspectives on the Effectiveness of Hmong Language and Culture Programs

In this dissertation, I examined Hmong parents\u27 perspectives on the effectiveness of Hmong language and culture (HLC) programs in helping their children maintain the Hmong language and cultural practices. It was guided by three research questions that sought to uncover Hmong parents\u27 experiences with heritage language shifts (HLS), their perceptions of their children\u27s experiences, their perceived effectiveness of Hmong language and culture programs, and the roles they believe home and school play in the language and culture maintenance process. Drawing from a phenomenological research approach, narratives from semi-structured interviews with nine Hmong parents from two Hmong charter schools brought forward themes that highlighted the HLS experiences of Hmong parents and their children, the perceived effectiveness of HLC programs, and recommendations for current HLC programs. The salient themes that emerged from the data revealed: 1) family structure plays a major role in the heritage language and cultural maintenance process, 2) Hmong children can understand Hmong but not speak it, 3) parents are doing all they can to help maintain the language and cultural practices in the home to no avail, and 4) HLC programs were effective in helping Hmong students develop a broader Hmong vocabulary, literacy skills in Hmong, and increased interest in cultural practices. Although HLC programs were perceived by parents as being effective, they also provided recommendations for improvement to current programs