Navigating Challenges: Teacher Experiences in High School Dual Language Immersion Programs

• In Event: Advancing Equity in Science Education Research: Research, Remedies, and Pathways to Renewal

Abstract

The objective of this study is to explore the potentials and challenges of implementing Dual Language Immersion (DLI) programs at the high school level, focusing on the experiences of teachers. While the benefits for student learning, inclusivity, and academic achievement in bilingual education have been widely studied, these studies often don’t address challenges faced by teachers as DLI programs grow at the high school level. This study aims to identify the needs of teachers. By centering teacher voices, it seeks to highlight the resources and strategies necessary to sustain and expand DLI programs effectively at the secondary level.

This study draws from Collier and Thomas' (2017) work, highlighting the benefits of long-term bilingual education programs that develop students' first language (L1) alongside their second language (L2). In Wisconsin, access to bilingual programs is a legal right (Chapter 115, Subchapter VII, § 115.996, Wis. Stats), reflecting their recognized benefits. Even with supportive policies, however, insights from Wiley and García (2016) reveal the lack of cohesive national language policies in the U.S., placing a significant burden on teachers who often design and implement DLI programs. This decentralized approach results in teachers navigating language policies with varying degrees of support and clarity.

This study employs a mixed-methods research design. Surveys were distributed to high school DLI teachers from various districts to collect quantitative data on their experiences and insights. Follow-up interviews were conducted with a subset of these teachers, specifically those teaching Science in Spanish, to provide qualitative data and offer a deeper understanding of the opportunities and challenges faced in implementing these programs at the secondary level. Data sources include survey responses and interview transcripts from high school DLI teachers. The study also reviews relevant statewide policies and existing literature on bilingual education to contextualize the findings, offering a comprehensive view of the practical aspects and outcomes of implementing DLI programs at the high school level.

The study reveals significant challenges and inequities faced by teachers in high school DLI programs, hindering the potential benefits for multilingual learners. Teachers identified obstacles, including insufficient resources, inadequate curriculum development, and lack of professional development specific to high school settings. These challenges result in inconsistencies in program implementation and limit the effectiveness of DLI programs. Despite positive outcomes in students' bilingual proficiency and cultural inclusivity, these barriers impede the full realization of academic and cognitive benefits. Addressing these issues is crucial for the sustainable expansion and success of DLI programs at the secondary level.

This study contributes to the field of bilingual education by addressing the research gap on high school-level DLI programs. It provides practical insights into the implementation of these programs, emphasizing the need for targeted support and resources. By centering teacher voices, the research highlights critical challenges and inequities that must be addressed to fully harness the potential of bilingual education. The findings advocate for policies and practices that support the sustainable expansion of bilingual education at the secondary level, ultimately aiming to improve educational outcomes for multilingual learners.

Author

• Lisa Velarde, University of Wisconsin - Madison