Understanding parents’ expectations and concerns for a dual-language program through the lens of community cultural wealth

This qualitative study investigates parents of students in a Korean-English dual-language immersion (KDLI) program located in urban Southern California, where the majority of residents are from working-class and low-income immigrant background. The study looks at two topics through the lens of community cultural wealth: why parents of students in the KDLI program value this program; and what concerns they might have for the program. Classroom and school observations, as well as semistructured interviews, were used to explore these research questions. Six Korean parents and six non-Korean parents participated in the interviews. Additionally, interviews with school personnel, including teachers in the program and the school principal, were conducted to triangulate with parents’ thoughts and experiences. Findings show that the parents in this study recognized different types of community cultural wealth and expected multiple advantages from the program, such as bilingual and bicultural competency, economic benefits, academic advantages, and the development of a strong sense of identity. The parents and school personnel also commented on challenges and tensions in the program and questioned its efficacy in terms of language development. Based on the findings, I discuss implications for dual-language programs, especially those in urban areas.