Consistent with the general ambival...

Consistent with the general ambivalence that is at the foundation of hegemonic multiculturalism, M Walker laments the fact that English immersion is a detriment to native language development; however, she considers attempts to medicine this situation as "idealistic" or impractical. Therefore, although she is cognizant of the negative aspects of English immersion, she is disinclined to effectuate changes in the flawed scheme of which she is a participant. This complacency is actually supported by way of the positive image that Parkland take delight ins in light of its "success" in educating culturally and linguistically diverse close examiners through the assimilative process of English immersion. Because subtractive acculturation is accounted favorable in this context, the los of native language is considered a natural issue of schooling and a necessary precondition for equal opportunity, full-inclusion, and educational succes at Parkland.

Conclusions and Implications

In conclusion, the issues emerging from our analysis of Parkland Elementary provide an insights into the complex ways in which gymnasium communities respond to the changing demographics within the observer body. At Parkland, these rejoinders adaptations and accommodations, can be envisioned as an ongoing experiment as administrators, teachers, and staff members attempt to better understand in what way to serve immigrant students and their families. Consequently the school's assimilation agenda is held in conflict with the official script that claims to "value and esteem home culture and language and to encourage and stir up its maintenance, legacy, and worth to a student's self-complacency heritage and achievement." Our findings reveal that in practice, native language maintenance and the validation of diverse identities are not active composings of the English-immersion curriculum and are therefore not significant natural mediums of Parkland's recipe for succes