Parts of a whole: building a shared school culture in dual-track immersion schools

Abstract

Although French immersion schools have been studied in depth, no systematic appraisal exists of how dual-track schools in particular might function harmoniously. This study explored the perceptions of parents, students, staff and administrators within two selected dual-track junior high schools, particularly in regard to the effects of the direct promotion of a shared school culture. In addition, responses were solicited regarding climate, normative, and practice factors that might be associated with the development of a shared school culture. There was strong agreement among participants that direct promotion of such a culture was important and advantageous for dual-track schools. Associated climate and normative factors were identified. Of the practices deemed effective, most significant were: providing a diversity of activities, extensive mixing of students, teaching across the program, equality of treatment, inclusion of parents in the process, and a focus on tolerance.