Abstract

Dual Language Immersion (DLI) educational programming began in Utah in 2008. Within three short years, DLI programs in Utah schools had grown from 5 to 58 programs statewide. Presently, Utah now has over 301 DLI programs, including instruction in Spanish, Chinese, French, Portuguese, Russian, and German. DLI programs have many benefits and have attracted many student families. However, not much research has been done on program planning, implementation, and the sustainability of DLI programs within individual school cultures and climates. This study will examine the satisfaction level of faculty, staff, administrators, and parents at DLI schools (including how supported/understood each of these groups feels if issues arise), how the presence of a DLI program affects a school (e.g. culture, special needs, relationships), and if there are any barriers to sustainability of DLI programs in Utah schools. A survey of perceptions among parents and educators, including administrators, was offered state-wide. Quantitative results were analyzed in aggregate and analyzed according to descriptive statistics. Results were used to inform a better framework for program planning, implementation, and sustainability of DLI programs in Utah schools.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/