Date of Award
5-2026
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Dr. Brooke Whitworth
Committee Member
Dr. Sheliah Durham
Committee Member
Dr. Stephanie Madison
Committee Member
Dr. Julianne Wenner
Abstract
Many school districts across the United States offer dual language immersion (DLI) programs where students learn academic content in two languages, most often English and Spanish. These programs are designed to help students become bilingual and biliterate while also building cultural awareness and appreciation. Although DLI programs continue to grow in popularity, less is known about why some families stay in these programs while others choose to leave. This study examined enrollment and retention patterns in Spanish-English DLI programs in a suburban school district in North Carolina. Using a mixed methods approach, the study combined district enrollment data, parent surveys, and follow up interviews to better understand both participation trends and family experiences. The findings showed that while overall interest in the program remained strong, yearly enrollment numbers did not always reflect long term retention. Families described positive relationships with teachers, clear communication from schools, confidence in their child’s language growth, and a strong belief in the long term value of bilingualism. Families also described concerns about inconsistent communication, teacher turnover, changing program experiences across grade levels, or uncertainty about how to support their child at home. Overall, the study suggests that staying in a DLI program is not just a one-time decision made when families enroll. Instead, it is shaped by ongoing experiences. The study offers practical recommendations for improving communication, strengthening program consistency, and providing better support to families in order to promote long term participation in DLI programs.
Recommended Citation
Hall, Rachel L., "Why Families Stay or Leave: Experiences in Spanish-English Dual Language Immersion Programs" (2026). All Dissertations. 4222.
https://open.clemson.edu/all_dissertations/4222
Author ORCID Identifier
0009-0002-4088-3939