Date of Award
Master of Arts (MA)
Maytha Alhassen, Ph.D.
Victoria Carty, Ph.D.
Crystal Murphy, Ph.D.
As a social construct, education fulfills the necessary elements, ideologies, and rituals required to construct social norms for society. What a society deems as a norm determines the sentiments and direction that a nation will take. These normative tendencies lead to national identity and national security through policies and legislation within the nations' utilization of sovereignty. National interest being influenced by global events and ethnocentric ideologies has seen cycles leading to different immigration, educational, and economic policies. This paper analyzes dual immersion programs, which have been treated as a controversial topic due to its implications on national security and identity. Dual immersion programs are a method of educating students through bilingual means. This study looks at the evolution of bilingual programming through a historical lens and identifies their economic implications within communities, including the outcomes of racialized tendencies. Whereas the racial tendencies within programs are concealed, I hypothesize that the implementation of dual language immersion programs leads to a significant decrease in the use of the Spanish language. This analysis illuminates a driver of the recent decline of Spanish speaking interactions within families and communities. These declines expose assimilation devices that occur in homes due to educational institutions. These programs claim to have good intentions; however, assimilation through educational policies nevertheless produce the contrary outcomes while bringing negative and unforeseen consequences. This research thusly identifies stakeholders of this vanishing linguistic culture and the dynamics required to repair disparities within communal and educational institutions.
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Reynoso Barron, Francisco. "Dual Immersion Programs and their Implications: Focused Analyses on the Educational History." Master's thesis, Chapman University, 2020. https://doi.org/10.36837/chapman.000191