Dual language in higher education: Assessing student success and student experiences

Although long‐standing research has documented the many benefits of dual language (DL) education programs in the K‐12 setting, there are few studies on the impact of DL in higher education. This study analyzes DL education at a Hispanic‐Serving Institution (HSI) where certain classes are taught in Spanish or bilingually across diverse disciplines. In this mixed methods research study, we examine (1) how enrollment in these classes impacts student success through an analysis of cumulative grade point averages, retention, and time to degree and (2) how students perceive these classes through an analysis of course evaluations and surveys responses from current and former students. The results of this study show that DL can positively impact student success and student experiences in higher education. These findings have important implications for the role and possibilities of language instruction in higher education, especially at HSIs.