University of Illinois Urbana-Champaign

Factors impacting effective dual language immersion (DLI) programs across three U.S states

Friedle, Andrew Martin

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https://hdl.handle.net/2142/127192

Description

Title
Factors impacting effective dual language immersion (DLI) programs across three U.S states
Author(s)
Friedle, Andrew Martin
Issue Date
2024-11-20
Director of Research (if dissertation) or Advisor (if thesis)
Davila, Liv
Doctoral Committee Chair(s)
Davila, Liv
Committee Member(s)
  • Witt, Alison
  • Dhillon, Pradeep
  • Negrette, Giselle Martinez
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
  • Dual Language Immersion (DLI)
  • Bilingual Education Program Evaluation
  • Diamond Model of Bilingual Education
  • Additive Bilingualism
  • Dual Language Program Frameworks
  • Program Implementation and Evaluation
  • Language Acquisition Theories
  • Educational Policy and Bilingual Programs
  • Castañeda v. Pickard criteria
  • Equity in Bilingual Education
  • Linguistic Justice
  • Stakeholder Engagement in Education
  • Intercultural Competence in Education
  • Resource Allocation in Language Programs
  • Effective Bilingual Education Practices
  • Mixed-Methods Evaluation in Education
  • Language Policy Borrowing
  • Critical Discourse in Bilingual Education
  • Bilingualism and Cultural Competency
  • Educational Program Compliance and Effectiveness
  • Sociocultural Context in DLI Programs
  • English Language Learner (ELL) Achievement
  • Educational Outcomes in Bilingual Programs
  • Systems Approach to Program Evaluation
  • Language Ideologies in Education
Abstract
This dissertation applies the Diamond Model of Bilingual Education evaluation to assess dual language immersion (DLI) programs across three U.S. states: Virginia, Washington, and Texas. The study examines how these programs align with current dual language educational research and state specific DLI implementation documents to determine the factors contributing to DLI program effectiveness. A mixed-methods approach is used to evaluate DLI program frameworks, focusing on their design, implementation, and outcomes. The research addresses two primary questions: (1) What are the similarities and differences between the dual language immersion program frameworks and implementation guides in Virginia, Washington, and Texas? (2) What factors promote the successful implementation of DLI programs as outlined by the Castañeda v. Pickard ruling? The findings reveal that the DLI programs under consideration share more similarities than differences and what differences do exist are a result of state level policy requirements and local contextual factors. The study underscores the importance of holistic DLI program evaluations, moving beyond regulatory compliance to consider factors like leadership, community engagement, and resource allocation. Ultimately, the research offers a framework for improving DLI programs, contributing more broadly to bilingual education literature by identifying key variables that foster DLI student achievement and informing educational decision-makers on best practices. Further research is needed to determine whether the results found can be broadly applied to other types of bilingual education programs.
Graduation Semester
2024-12
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/127192
Copyright and License Information
Copyright 2024 Andrew Friedle

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