Date of Award
5-3-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Dr. Brian Boothe
Second Reader
Dr. Tosca Grimm
Keywords
bilingual education, educational equity, dual-language immersion, linguistically diverse students, academic achievement, Two-way Immersion, equity
Abstract
What if the key to closing educational equity gaps is embracing, not eliminating, students' linguistic diversity? According to the Minnesota Department of Education (2024), being bilingual significantly impacts one's executive functioning, better problem-solving, increased cultural competency, increased access to employment opportunities, and global exploration. Linguistic diversity in education presents challenges and opportunities in fostering equitable learning environments. This study explores the impact of bilingual education on educational equity among linguistically diverse students, examining academic performance, cognitive development, and long-term educational opportunities. Through a review of existing literature, case studies, and policy analysis, this research assesses the effectiveness of bilingual education programs in addressing disparities in educational outcomes and whether these dual-immersion programs embrace and elevate linguistic diversity. The findings suggest that well-structured bilingual programs contribute to increased student engagement, higher academic achievement, and improved social cohesion. However, funding constraints, teacher shortages, and policy inconsistencies remain significant barriers. By identifying best practices and potential areas for improvement, this study underscores the role of bilingual education in advancing equitable and inclusive learning environments in our education system today.