Parental voices on dual language immersion: negotiating values and implementation challenges

Despite the growing presence of Dual Language Immersion (DLI) programs across the United States, challenges persist in ensuring implementation that meets the needs of diverse learners and communities. A key issue is the disconnect between program design and the lived experiences of parents, whose perspectives are often underrepresented in discussions about DLI implementation. This qualitative study is driven by the question in what ways do parents navigate the tensions between their values and the realities of bilingual education implementation? Using semi-structured interviews and thematic analysis, the findings show the perspectives of four parents from varied linguistic, cultural, racial, and geographic contexts, including monolingual and bilingual parents, parents born in the United States, immigrants, White, Hispanic, and living in Texas, New Mexico, California, and Minnesota. The findings present what parents value as participants in these programmatic initiatives and other factors influencing how DLI is implemented. Emphasis is given to the role of stakeholder communication, contextual adaptability, parental education, and advocacy. By centering on parental perspectives, this study offers valuable insights for educators, policymakers, and communities striving to optimize DLI implementation and create more inclusive multilingual learning environments.