• Natalie A. Tran, PhD (California State University, Fullerton)

With the increasing number of school-age children speaking English as a second language, Dual Language Immersion (DLI) programs provide educators the opportunity to help students learn English without sacrificing the retention of their native languages and identities (Alanis & Rodriguez, 2008). Research has shown that: (a) students in DLI programs perform at or above grade level on standardized reading and mathematics tests in English; (b) they score similar to their statewide peers by about grades 5–7; (c) English Language Learners close the achievement gap with Native English Speaker students in English-only classrooms by about fifth grade; and (d) they achieve at or above grade level in reading and math tests measured in the partner language Lindholm-Leary (2012). This presentation provides the results of a 3-year study using student survey, teacher survey, and parent interviews pertaining to Vietnamese dual language immersion program. The results indicate that students reported increased positive attitudes toward learning the targeted language. Teachers reported of having increased knowledge about educational equity. Parents perceived the positive impact the DLI program has on their children’s interaction with their heritage culture and increased in cultural awareness.