<p>The purpose of this mixed-methods study is to explore leadership characteristics dual language school principals possess to effectively lead a dual language program. The research seeks to identify specific leadership characteristics and qualities necessary for a principal to effectively lead a dual language school compared to the leadership characteristics required to lead a traditional/monolingual school. The researcher examined the perceptions of leadership responsibilities with dual language teachers in an urban school district in southern Washington. This research study was compared with a similar study completed with monolingual teachers in an urban school district in western Wisconsin. The researcher used an electronic survey, via Qualtrics, to gather demographic information and determine the rank order perceptions of the 21 leadership responsibilities according to dual language teachers. A total of 17 teachers participated in the research study. The highest rated leadership responsibility among the dual language teachers was Communication and the lowest rated leadership responsibility was Contingent Rewards. The researcher also implemented a collective case study design to accumulate and analyze data regarding the leadership characteristics of two dual language school principals, via semi-structured interviews. A recommendation from this study is that several of the 21 leadership responsibilities are more applicable to increasing student achievement in dual language classrooms compared to monolingual classrooms. </p>

This study is framed in Bourdieu’s theory of capital, which asserts that the choices we make are usually designed to help us become better off economically; that economic capital is, to some degree, exchangeable with other types of capital (e.g., social and cultural); and that other types of capital can be exchanged for economic capital. The purpose of this study was to understand which forms of capital native English-speaking and native Spanish-speaking families believed they would acquire by choosing to participate in or not participate in Spanish dual language immersion. In this study I interviewed four native Spanish-speaking students who did not participate in dual language immersion, and their parents, and four native English-speaking students who did participate in dual language immersion, and their parents. I also conducted a focus group with the teachers of both the native Spanish and native English-speaking students. I found that the native English-speaking families perceived that they were able to use the dual language immersion program to gain many forms of capital. By contrast, the native Spanish-speaking families also perceived that they gained capital by not participating in the program, but not as much as if they had participated in dual language immersion. I suggest some ways to make participation in dual language immersion more equitable for all families.

Dual Language Immersion (DLI) educational programming began in Utah in 2008. Within three short years, DLI programs in Utah schools had grown from 5 to 58 programs statewide. Presently, Utah now has over 301 DLI programs, including instruction in Spanish, Chinese, French, Portuguese, Russian, and German. DLI programs have many benefits and have attracted many student families. However, not much research has been done on program planning, implementation, and the sustainability of DLI programs within individual school cultures and climates. This study will examine the satisfaction level of faculty, staff, administrators, and parents at DLI schools (including how supported/understood each of these groups feels if issues arise), how the presence of a DLI program affects a school (e.g. culture, special needs, relationships), and if there are any barriers to sustainability of DLI programs in Utah schools. A survey of perceptions among parents and educators, including administrators, was offered state-wide. Quantitative results were analyzed in aggregate and analyzed according to descriptive statistics. Results were used to inform a better framework for program planning, implementation, and sustainability of DLI programs in Utah schools.

Ajzen’s theory of planned behavior (TPB) has been used to help predict and explain human behavior in specific situations. According to the TPB model, behavior is based on behavioral intention and the three determinants to behavioral intention include attitudes, subjective norms and perceived behavioral control. According to TPB, perceived behavioral control moderates the effect of behavioral intentions on behavior. Previous research has focused on the application of TPB to health behaviors, although some research has been done in educational situations. In addition, dual language immersion (DLI) programs are increasing in popularity, particularly in Utah. The Utah model begins in first grade, and follows a 50/50 model. Because of its researched based program, Utah has become a recognized leader in the field of DLI through its focus on sufficient instruction time, active cognitive engagement, motivation, continuity of learning, and cultural interaction. However, little is known about the factors that motivate parents to enroll their children in DLI. The current study uses longitudinal survey methodology to evaluate how the TPB applies to parents’ intentions and behavior of enrollment in DLI (N = 74). Approximately one third of participants took steps towards enrollment. Results indicate that parental attitudes significantly influenced behavioral intentions to enroll. In addition, for every one-unit increase in behavioral intentions, there was a 2.78 greater likelihood in enrollment. Limitations of sample size and difficulties of recruitment are discussed. Implications of the findings and areas for future research are also presented.

In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home from their student's DLE. The study data included biographical information, statements depicting the reasons for enrollment rated by a Likert scale, and an area for comments. Overall, the study found that survey participants rated their child's comfort communicating with Spanish speakers (4.75 out of 5) to be the most important reason for enrollment. A difference was found in responses depending on the ethnic/language group of surveyed participants. Primarily, Spanish speakers responded more positively to the statements regarding bilingual education than any other ethnic/language group. All parents conclusively believe the dual immersion program has been a success for their children.

Students from dual language immersion (DLI) classrooms are required to learn the language through content. However, some students have not yet developed these abilities by the time they start fourth grade. Thus, to fully comprehend content such as science, students need stronger reading and writing abilities in the second language (L2). To help stakeholders have a better understanding on how to effectively help students throughout this process, this action research studied the effectiveness of integrating literacy with science and mobile assisted language learning (MALL). Findings showed that the integrations of literacy, science and MALL were effective with statistically significant results in science and reading. These findings also yielded pedagogical implications about the importance of considering students' language background and gender, as well as the use of MALL when teaching and planning the curriculum for DLI classrooms.