“Many of our families have moved because they are afraid”: A critical bifocal analysis of the creation of a dual language immersion program

Abstract

ABSTRACT This paper examines national, state, and local factors impacting the creation of a new dual language immersion program (DLI) program in a Midwestern school district, a relatively understudied regional context. Using a critical bifocal lens and an ethnographic case study methodology, we examined two main questions: first, why was the DLI program created in the focal school district? And second, what were the most salient factors that impacted the creation and implementation of the DLI program? The findings show the significance of analyzing the role of dissimilar social factors in the context of historical and contemporary local and national circumstances when implementing educational options like DLI programs. The evidence provided by this study helps to problematize unidimensional explanations regarding equity and the role of various social actors in the decision making process in school communities. This study highlights the importance of considering local issues from more comprehensive perspectives in bi/multilingual, multiracial, and multiethnic learning contexts.