Caregivers’ choice against : a case study of caregivers’ denial of language services in Central Texas.

Abstract

The focus of this study was to describe the prevalent issue affecting English Language Learners in Central Texas ISD (CTXISD) due to the denial of bilingual language services by caregivers, and to make sense of these parent denials. CTXISD is located in Texas and it serves more than 8,000 students on ten campuses. English language learners compose 3.3% of that population, at 271 students. Out of those 271 students, bilingual language denials primarily take place in the elementary and intermediate settings. During the 2018-2019 school year, there were 56 bilingual language denials in CTXISD which has an effect on the acquisition of the English language as well as academic readiness as measured by the state of Texas. The purpose of this study was to determine why caregivers are denying transitional bilingual services for their emergent bilingual children. A qualitative single case study with caregiver and administrator interviews were the means used to obtain caregivers’ perspectives and experiences of the factors that led them to deny these services. Data analysis resulted in emergent themes from Weick’s sensemaking theory: extracted cues, social environments, retrospective, and identity construction. The findings in this research could provide leaders across the nation with information on how to increase parent recruitment/enrollment for their language programs.