A study of program-related perceptions among parents who remove their children from immersion French.

This study investigates some of the perceptions which may have influenced parents\u27 decision to remove their children from immersion French programs. One known reason identified is relocation to another city with the child continuing in an immersion setting. Such cases were not included as participants. Reasons other than relocating have influenced parents to remove their children from immersion French and place them in a regular English school, special classroom, different school system, or a private school. Attitudes and concerns about the immersion French program among the considered group of parents were explored in relation to factors which may have influenced their decision to discontinue their child\u27s education in an immersion setting. These factors were the following: (1) difficulties encountered by the child in the immersion French program, (2) progress of English language skills development, (3) progress of French language skills development, (4) parents\u27 own proficiency and ability to assist with their children\u27s homework: Important concerns were uncovered in all these areas and in others of a non-pedagogical nature. The nature of these findings and their implications for teachers and administrators are discussed. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1996 .E13. Source: Masters Abstracts International, Volume: 37-01, page: 0038. Adviser: Norman Diffey. Thesis (M.Ed.)--University of Windsor (Canada), 1996