Dual language programs are often viewed as enrichment programs for students of various language backgrounds. This study evaluated the long-term bicultural impact on students who participated in the Hawkins School District (pseudonym) Spanish-English dual language program. The participants in this study were graduates of the Hawkins Spanish-English dual language program who were in college or beginning their careers. These graduates participated in an interview to offer their perceptions on their current level of biculturalism and the extent to which their participation in the dual language program shaped it. The results of this study revealed that biculturalism is a possible outcome for dual language students. Through the implementation of a Bicultural Instruction Policy, an increased prioritization of the bicultural development of dual language students can have long-lasting implications that increase future career opportunities, develop cultural proficiency and prepare students to be global citizens.
","abstract_html":"<p>Dual language programs are often viewed as enrichment programs for students of various language backgrounds. This study evaluated the long-term bicultural impact on students who participated in the Hawkins School District (pseudonym) Spanish-English dual language program. The participants in this study were graduates of the Hawkins Spanish-English dual language program who were in college or beginning their careers. These graduates participated in an interview to offer their perceptions on their current level of biculturalism and the extent to which their participation in the dual language program shaped it. The results of this study revealed that biculturalism is a possible outcome for dual language students. Through the implementation of a Bicultural Instruction Policy, an increased prioritization of the bicultural development of dual language students can have long-lasting implications that increase future career opportunities, develop cultural proficiency and prepare students to be global citizens. </p>","abstract_has_math":false,"creators":["Wulbecker, Quinn"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Jason Stegemoller","Jack Denny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-01T08:00:00Z","date_published":"2019-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["bicultural","dual language","education","dual language program","Spanish","Bilingual, Multilingual, and Multicultural Education","Educational Methods","Elementary Education","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/428","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jason Stegemoller","Jack Denny"]},{"key":"dc:creator","label":"Author","values":["Wulbecker, Quinn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-01-28T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["bicultural","dual language","education","dual language program","Spanish","Bilingual, Multilingual, and Multicultural Education","Educational Methods","Elementary Education","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/428"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Dual language programs are often viewed as enrichment programs for students of various language backgrounds. This study evaluated the long-term bicultural impact on students who participated in the Hawkins School District (pseudonym) Spanish-English dual language program. The participants in this study were graduates of the Hawkins Spanish-English dual language program who were in college or beginning their careers. These graduates participated in an interview to offer their perceptions on their current level of biculturalism and the extent to which their participation in the dual language program shaped it. The results of this study revealed that biculturalism is a possible outcome for dual language students. Through the implementation of a Bicultural Instruction Policy, an increased prioritization of the bicultural development of dual language students can have long-lasting implications that increase future career opportunities, develop cultural proficiency and prepare students to be global citizens.
"]},{"key":"dc:title","label":"Title","values":["Bicultural Development of Students in a Dual Language Program"]}]}],"canonical_facts":{"dc:contributor":["Jason Stegemoller","Jack Denny"],"dc:creator":["Wulbecker, Quinn"],"dc:date.available":["2020-01-28T08:00:00Z"],"dc:description.abstract":["Dual language programs are often viewed as enrichment programs for students of various language backgrounds. This study evaluated the long-term bicultural impact on students who participated in the Hawkins School District (pseudonym) Spanish-English dual language program. The participants in this study were graduates of the Hawkins Spanish-English dual language program who were in college or beginning their careers. These graduates participated in an interview to offer their perceptions on their current level of biculturalism and the extent to which their participation in the dual language program shaped it. The results of this study revealed that biculturalism is a possible outcome for dual language students. Through the implementation of a Bicultural Instruction Policy, an increased prioritization of the bicultural development of dual language students can have long-lasting implications that increase future career opportunities, develop cultural proficiency and prepare students to be global citizens.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/428"],"dc:subject":["bicultural","dual language","education","dual language program","Spanish","Bilingual, Multilingual, and Multicultural Education","Educational Methods","Elementary Education","Language and Literacy Education"],"dc:title":["Bicultural Development of Students in a Dual Language Program"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}