This study explored how school administrators understand and plan for French immersion program components in K‐12 schools in Louisiana. The theory of effective bilingual schooling and the Guiding Principles for Dual Language Education served as the framework of the study. The research questions that guided the study asked how school principals and assistant principals understand and plan for French immersion program components in K‐12 schools. Purposive sampling was used to select five school administrators. Data were gathered through semi‐structured, one‐on‐one interviews. The analysis of data used inductive thematic analysis. Five themes emerged: multilingualism and multiculturalism, academic achievement, leadership, teachers’ support, and program networking. Findings from this study were that school administrators developed a high degree of advocacy, teachers’ support, shared leadership, and strengthened communication and relationships with local, national, and international partners to deepen stakeholders’ involvement.

中文翻译：

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学校管理者对法国浸入式课程的看法

这项研究探索了学校管理者如何理解和计划路易斯安那州K-12学校中的法国浸入式课程的组成部分。有效的双语教学理论和双语教学指导原则是本研究的框架。指导该研究的研究问题询问学校校长和助理校长如何理解和规划K-12学校中的法国浸入式课程的组成部分。目的抽样用于选择五名学校管理人员。数据是通过半结构化的一对一访谈收集的。数据分析采用归纳主题分析。出现了五个主题：多语言和多元文化，学术成就，领导才能，老师的支持和计划网络。