Guardian Perceptions of a Dual Language Immersion Program: Benefits and Challenges in the First Four Years

This qualitative inquiry adopts a phenomenological lens to explore the lived experiences of guardians involved with students enrolled in the dual language immersion (DLI) program within a rural Midwest elementary school. The research shed light on three pivotal domains: guardians’ perceptions of both the strengths and weaknesses observed during the inaugural four years of the DLI program, the factors that influence guardians' decisions in enrolling their children in DLI, and the social and cultural implications for students, particularly those of Hispanic heritage, in shaping their cultural identity within the DLI program. Through semi-structured interviews with a cohort of eight guardians whose children are enrolled in the DLI program, the study uncovered beneficial insights into the dynamics of the program. Employing selective data analysis techniques, the study discovered emergent themes, thereby contributing to the existing body of knowledge on guardians’ experiences in DLI programs in order shape the program and engage and connect with the bilingual community. The theoretical framework guiding this study will be translanguaging theory.