Perceptions of Arab/Chaldean students regarding their experiences in bilingual education

The purpose of this study was to examine perceptions of Arab and Chaldean high school students (ACHSS) toward bilingual education. The findings of this study can help educators determine the extent to which students' perceptions of their bilingual education programs affected the success of these students in terms of mastering the school curriculum.;A total of 116 Arab/Chaldean students in one high school in a large urban school district participated in this study by completing an original survey developed by the researcher. The survey measured perceptions of ACHSS toward bilingual education, and demographic characteristics of the students.;Four research questions were developed, with associated hypotheses were developed for the study. Scores on each of the eight subscales derived from the survey were significantly above the neutral point, indicating students were in agreement about benefits of bilingual education. Mean scores on each of the eight subscales did not differ relative to the academic achievement of the students. When length of time in the country (4 years or less or greater than 4 years) was used as the independent variable, statistically significant differences were found for five subscales; benefits of bilingual education, importance of bilingual education, bilingual education environment, positive effects of bilingual education, and academic success.;Students who had been in the country shorter periods had more positive perceptions of bilingual education than those in the country for longer periods of time. ACHSS who had attended bilingual education during middle school did not differ in their perceptions of bilingual education from students who had not been in this program during middle school.;Based on findings of this study, it appeared that AACHS students were satisfied with their bilingual education programs, their satisfaction with the program was not based on academic achievement, and students with less time in U.S. were more likely to be positive about bilingual education. Increased exposure to bilingual education (participation during middle school) was not a determinant of agreement with perceptions of bilingual education. Additional study is needed with AACHS and students from other immigrant groups to examine student perceptions of bilingual education programs.