Kavanagh, LaurenLaurenKavanaghHickey, TinaTinaHickey2013-12-112013-12-112013 Taylo2012-08-21Language and Education0950-0782 (Print)1747-7581 (Online)http://hdl.handle.net/10197/5154There is now consensus among researchers and educators that parental involvement in education is related to children's academic and social success at school. However, less is known about the reasons why some parents choose to become involved and others do not. In recent years, there has been a move towards developing theoretical models which can be used to explore parents’ motivations for involvement. However, little research has focused on how such models might apply in alternative educational models, such as immersion education. Immersion parents have been given little opportunity to share their unique and valuable insights into what parental involvement means in a context where the language of the school and the language of the home differ. The present study utilised qualitative methods to explore the experiences of involvement of parents with children in Irish immersion schools. Here, findings are presented relating to parents’ perceptions of challenges to their becoming successfully involved. These findings were derived from two datasets: a series of semi-structured interviews with 10 immersion parents and from responses (n = 84) to open-ended questions on a large-scale parental involvement survey. Implications of the findings for future research, and suggestions for policy and practice in immersion schools, are considered.enThis is an electronic version of an article published in Language and Education, Vol. 27, Iss. 5, 2013. Language and Education is available online at: www.tandfonline.com//doi/abs/10.1080/09500782.2012.714388Parental involvementImmersion educationQualitativeHome–school relationsHeritage immersionJournal Article27543245010.1080/09500782.2012.7143882013-11-11https://creativecommons.org/licenses/by-nc-nd/3.0/ie/