Abstract
This paper provides an overview of the development and challenges to Dual Language Immersion (DLI) education programs in the United States. It examines historical obstacles such as ignorance and politics. Research-based evidence which makes a compelling case for DLI is described, i.e., cognitive, cultural, social, and academic benefits for children in DLI programs. Evidence indicates that DLI students consistently outperform their monolingual counterparts in all measures. This paper describes the history and development of DLI programs in Utah, including challenges and successes. An overview of factors which contribute to student motivation in DLI programs in Utah is provided, chiefly among them, grassroots community and political support. Essential components found in the Utah DLI model are summarized, and Utah’s DLI program is illustrated as a concrete model for the rest of the United States.
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