Date

7-15-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sharon Farrell

Keywords

dual language immersion, bilingual education, program development, language acquisition

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to understand current practices in dual language immersion (DLI) programming, identify biases, and investigate designs for implementing dual language immersion programs to provide consistency between programs in elementary schools in Georgia. The theory guiding this study was Cummins' threshold theory, as it describes the process of language acquisition for young children and the cognitive effects of bilingualism. Selected public elementary dual language immersion teachers in Georgia participated in an individual interview, focus group, and a questionnaire to collect data. Data analysis was used to interpret the findings to answer the central research question: How can the design of dual language immersion programs promote fluency in language learners? Utilizing van Manen's guidelines for data analysis was imperative to investigate the findings of this hermeneutical phenomenological study. Results of the study uncovered the themes of teacher, parent, and student support which can lead to stronger second language acquisition and, in turn, produce more bilingual learners. Additionally, the data revealed that DLI programs in Georgia are providing equity for all language learners in the programs and cultural differences do not negatively impact the educational experiences of the students. Findings of the study provided a deeper understanding of the benefits and areas for growth of DLI programs, as well as highlight the experiences of the educators involved.

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