Japanese-English Dual Language Immersion Program Makes Students Stronger: A Qualitative Study of Japanese-English Dual Language Immersion Program Teachers’ Experiences in California

Abstract

This study revealed the experiences of teachers at Japanese-English Dual Language Immersion Programs in California. It also allows exploring the needs of teachers in these Immersion Programs and identifying challenges facing teachers in Japanese-English Dual Language Immersion Programs by analyzing interviews with teachers. This qualitative research is along with the transformational dual language education frameworks by J.A. Freire. This is a basic qualitative research design conducting 75-90 minutes Zoom interviews. Eight teacher participants at Japanese-English Dual Language Immersion Programs in California participated in this semi-structured interview. Based on what participants shared, this research found that students in this program are able to gain skills academically, culturally, and socially. Although Japanese-English Dual Language Immersion Programs appear to have positive impacts on students, there are some challenges to maintaining program, including recruiting qualified teachers for this program, navigating the different amounts of materials provided for Japanese teachers versus English teachers (even within the same program), and a lack of institutional support. The findings of this study show the possibilities of utilizing the actual data from teachers who teach at Japanese-English Dual Language Immersion Programs in California to address challenges with sustaining programs. This research was needed to reveal the issues specifically facing Japanese-English Dual Language Immersion Programs. Increasing the availability of this program throughout the State could bring positive impacts to students in California. Furthermore, this study showed some challenges that dual language immersion teachers face and some support that teachers need.