A Case Study on the Planning and Implementation of a Dual Language Immersion Program in a K-12 School Distric

Dual language immersion programs are growing in number across the nation in response to both the needs of English language learners and native English speakers to mutually acquire a second language while learning academic content area beginning in kindergarten. The United States, and California in particular, continue to see the K-12 English language learner population grow. Simultaneously, parents and educators are seeking innovative strategies to prepare all students for a globalized economy, equipping students with a second language. Despite the growing popularity of DLIPs, there is a dearth of research on the planning and implementation of DLIPs. This study examined the reasons behind a K-12 school district's decision to implement a dual language immersion program as well as explored the planning process the school district went through prior to implementation. Additionally, the nature of the initial year of implementation was examined. The findings from this qualitative case study were constructed from the stories and voices of ten different district and community stakeholders involved in the DLIP planning and implementation. The larger objective of this study was to inform school districts and educational practitioners interested in exploring a DLIP of the feasibility of applying this study to their school or district. The findings revealed a cyclical process of planning and implementation over a period of at least six years. Other findings indicated the significance of context and community when considering DLIP implementation as well as understanding the rationale behind the decision. The significance of the stakeholders' second language background and attitudes towards second language acquisition also surfaced. Finally, this dissertation described implications and made recommendations for future DLIP implementers.