ABSTRACT
The chapter examines parent involvement in dual language bilingual education (DLBE). We start with an overview of parent involvement as an educational concept and practice. We then examine the research on parents and two-way immersion (TWI) programs published during the first two decades of the 2000s (2000–2021). The research literature in general documents that language-minoritized parents experience disparate treatment in TWI programs and are peripherally involved in language policy and program development. We then outline four paradigms of parent involvement in schools and apply them to the general DLBE context. Each of the four parent involvement paradigms examines issues of parent power, struggle, resistance, and activism. The chapter concludes with future directions on parent involvement in DLBE that should incorporate democratic schooling principles, culturally responsive pedagogy, participatory action research, and grassroots advocacy to potentially enable schools and school systems to enhance school-parent collaboration in DLBE contexts.
