Dual-Language Immersion/Bilingual Education in U.S. Secondary Schools: A Review of the Literature

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Critical Perspectives on Dual Language Bilingual Education Research (Table 7)

Abstract

This systematic literature review explores Dual Language Immersion Bilingual Education (DLI/BE) programs in U.S. secondary schools. While DLE/BE programs have gained popularity, their effectiveness in secondary schools remains underexamined. Drawing on an ecological understanding of language policy and planning, the review analyzes language ideologies, structural challenges, and student experiences in secondary DLI/BE contexts. Scholars advocate for culturally sustaining pedagogies and critical consciousness to foster equity and inclusivity. This research underscores the importance of anti-racist and linguistically responsive curriculum frameworks in promoting linguistic empowerment and diversity. Policymakers, administrators, teachers, and families can benefit from this analysis to create informed decisions and value student voices in shaping effective bilingual education programs.

Authors

• Caitie Dougherty, Southern Methodist University

• Allarie Coleman, University of Colorado - Boulder