Dual-Language Immersion in North Carolina: A Mixed-Methods Approach Examining Changes in Access to Dual-Language Immersion

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Equity Issues in Multilingual Learner Education: Ways Forward (Table 8)

Abstract

Dual Language Immersion (DLI) education, providing education content instruction in English and another language, has experienced rapid growth over the last three decades. During this time of national program expansion, North Carolina’s Latinx population more than doubled, and the state has greatly expanded DLI in schools. In this paper, I use a mixed methods analysis to critically examine DLI language in North Carolina and analyze school demographics to understand who DLI was written for and who has had access to these programs before and after the most recent state policy change. In general, I find that DLI is overrepresented by White students and is guided by policy language that emphasizes developing a competitive human capital in the state.

Author

• Annie Hemphill, Education Northwest