Unpacking the Dynamics of Utah’s Dual Language Immersion Program: A Cultural-Historical Activity Theory Perspective

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 3
  In Roundtable Session: Teachers, Agency, and Systems: A Cultural-Historical Activity Theory Perspective

Abstract

This paper examines Utah's Dual Language Immersion (DLI) program through the lens of Cultural-Historical Activity Theory (CHAT), with particular attention to Engeström's third-generation model. Using qualitative video analysis of a state-produced overview, the study identifies three interconnected activity systems—classrooms, educational authorities, and communities—to explore how shared objectives, historical trajectories, systemic tensions, and stakeholder diversity shape the program's development. Findings suggest that Utah's DLI model functions as a multi-voiced, historically grounded system that transforms contradictions into innovations, contributing to bilingual equity and future-oriented educational policy.

Author

• Yamin Zheng, University of Rochester