Abstract

Dual language immersion (DLI) programs can impact students in many ways. Multiple researchers have studied the effects of these programs and have found numerous benefits. However, there is little published information on the actual experiences of individuals in schools with a DLI program, including those who are involved in the program and those who were a part of DLI school communities but not directly involved in the program. A. Hawks, J. Rowley, D. Stovall, and their respective thesis and dissertation committees created a survey to better understand the current perspectives of administrators, parents, teachers, and other school staff on these programs. The survey was sent to all Utah schools with a DLI program. There were 608 initial responses to the survey with 222 participants responding to open-ended questions and/or invitations to be interviewed. Additionally, research assistants interviewed participants who desired to share more of their experiences with DLI programs. Results from the quantitative data, interviews with teachers, and interviews with parents of children with disabilities are reported elsewhere. This study analyzed data from the open-ended responses on the survey and the interviews from participants who were administrators or parents. Analysis of data collected was accomplished by using the constant comparative method. Interview data were analyzed by grouping participants according to their role and partner language. Survey data were analyzed by grouping participants according to their role, partner language, race, and ethnicity. Data from participants were coded within their designated group. Findings indicate that DLI programs are widely perceived as valuable educational opportunities that promote bilingualism, cultural understanding, and academic engagement. At the same time, significant challenges related to equity, access, and program implementation were highlighted. Participants consistently identified divisions between DLI and non-DLI student groups, including disparities in class size, student demographics, and use of resources. Concerns were also raised about limited access for certain student groups, including students transferring to the school later than first grade, students with disabilities, and native speakers of the partner language. These concerns highlighted tensions between maintaining program rigor and ensuring inclusivity. Additionally, issues such as teacher turnover, insufficient professional development, resource constraints, and lack of alignment with stated goals at the secondary level suggest a need for more sustainability planning from school administrators and school districts. Overall, while DLI programs offer substantial benefits, the findings emphasize the importance of addressing equity concerns, improving teacher support, enhancing communication with families, and strengthening DLI programs at the secondary level to ensure more sustainable and inclusive implementation.

Degree

EdS

College and Department

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

Rights

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