Parents-school relationships. the case of Chinese children in French Immersion in Vancouver, BC

This study explores the relationship between minority language parents and schools. The research was conducted through semi-structured interviews with the parents to collect their thoughts and preferences in regards to their experiences and involvement at their children’s schools as well as their perspective on the inclusion of their culture and language as a part of the school program. The themes which emerge from the data include the language barrier, logistics, the role of parents and teachers, the school as an authority and the importance of the relationship with the teacher. Different cultural and language inclusion models for schools are discussed as possible ways of improving the relationship between home and school, a particular focus is given to incorporating a plurilingual and pluricultural approach to education.