Date of Award:

12-2025

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

School of Teacher Education and Leadership

Committee Chair(s)

Alyson Lavigne

Committee

Alyson Lavigne

Committee

Andrea Hawkman

Committee

Marisela Martinez-Cola

Committee

Emma Mecham

Committee

Maria Luisa Spicer-Escalante

Committee

Sara Braden

Abstract

Dual Language Immersion programs help students become fluent in two languages while achieving academic success. Originally designed to support students who speak languages other than English at home, these programs have grown rapidly across Utah and the U.S. However, they increasingly serve white, English-speaking families seeking enrichment opportunities, while multilingual students who could benefit most remain underrepresented.

This study examined recruitment and admissions policies in two Utah school districts’ dual language programs. By comparing policy documents, analyzing enrollment data, and interviewing district staff, school leaders, and parents, the research revealed significant implementation differences despite identical statewide program requirements.

One district used streamlined applications, provided multilingual materials, and actively engaged diverse communities, achieving better multilingual student representation. The other district maintained complex application requirements, offered limited translation services, and relied on word-of-mouth recruitment, resulting in greater underrepresentation of students these programs were designed to serve.

While both districts claimed to welcome all students, their practices created barriers favoring families already familiar with school systems and comfortable navigating bureaucratic processes. These barriers particularly affected immigrant families, those with limited English proficiency, and families without reliable transportation or internet access. The study demonstrated how seemingly neutral administrative decisions create unequal educational opportunities.

The research documents dual language program “gentrification” and provides evidence-based recommendations for enhancing equity. Recommendations include simplifying application processes, offering comprehensive translation services, providing multiple information session times, and actively partnering with community organizations serving diverse populations. The findings show that achieving meaningful inclusion requires comprehensive structural changes rather than surface-level policy modifications.

For Utah and other states expanding dual language education, this study offers guidance on ensuring these valuable programs serve all students equitably rather than becoming exclusive opportunities for privileged families. The research emphasizes that equitable access depends on intentional policy design addressing application procedures, outreach strategies, and community engagement mechanisms.

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