Parent's perception of their child's English proficiency within the Head Start program
Start Date
29-4-2022 2:15 PM
Location
Alter Hall Poster Session 1 - 3rd floor
Abstract
The continual increase of Hispanic and Latino immigrants in the United States has resulted in a steady increase of Spanish-speaking families who are eligible to enter the Head Start Program. Many children of immigrants adapt to the English language; however, the differences within an educational setting in the United States can result in confusion among children and their families. Therefore, this research focuses on parents’ perceptions of their child’s English proficiency within Head Start. A classroom comprised of Spanish-speaking families was asked to complete a survey of 6 questions that examined their child’s comfort level with the English language. A majority of responses from the parent’s within the program claimed that they are satisfied with their child’s ability to learn in both English and Spanish. The surveys were written in both English and Spanish; however, the majority of the responses were completed in Spanish. Each response remained anonymous and provided information that spoke towards the child’s ability to adjust to the English language in the classroom.
Parent's perception of their child's English proficiency within the Head Start program
Alter Hall Poster Session 1 - 3rd floor
The continual increase of Hispanic and Latino immigrants in the United States has resulted in a steady increase of Spanish-speaking families who are eligible to enter the Head Start Program. Many children of immigrants adapt to the English language; however, the differences within an educational setting in the United States can result in confusion among children and their families. Therefore, this research focuses on parents’ perceptions of their child’s English proficiency within Head Start. A classroom comprised of Spanish-speaking families was asked to complete a survey of 6 questions that examined their child’s comfort level with the English language. A majority of responses from the parent’s within the program claimed that they are satisfied with their child’s ability to learn in both English and Spanish. The surveys were written in both English and Spanish; however, the majority of the responses were completed in Spanish. Each response remained anonymous and provided information that spoke towards the child’s ability to adjust to the English language in the classroom.
