Cultivating global citizenship through two-way dual language immersion (TWDLI): A qualitative case study using interviews

This study examines how two-way dual language immersion (TWDLI) programmes foster global citizenship, civic identity and moral development in students from the dominant culture. Through narrative inquiry and grounded theory analysis of interviews with two White, English-dominant alumni of a Spanish-English TWDLI programme, the research explores how early exposure to bilingual, culturally sustaining pedagogy influences adult perspectives on justice, empathy and global responsibility. Findings indicate that participants perceived their bilingual education as foundational to their ethical orientation and civic engagement, both locally and transnationally. The study integrates theoretical frameworks, including culturally sustaining pedagogy, sociocultural theory, critical consciousness and legitimate peripheral participation to frame language not merely as a cognitive tool but as a moral and social force. Participant narratives revealed the role of early multilingual immersion in shaping enduring civic dispositions such as relational empathy, cross-cultural advocacy and ethical self-awareness. This research expands the scope of bilingual education literature by highlighting its democratic potential and calls for the intentional integration of civic and global learning in language programmes. The study’s insights provide guidance for educators and policy-makers seeking to cultivate multilingual moral subjectivity and socially engaged global citizens.