Can Bilingual Education Generate Meaningful School Integration? A Case Study of Los Angeles
Seminar Information
CRIS & LIEPP Seminar with Lucrecia Santibañez (UCLA), November 14, 2025, from 11:30 to 12:30.
Jointly organized with LIEPP – Educational Policies Research Group.
Context and Background
Seventy years after Brown v. Board of Education, urban schools in the United States remain deeply divided by race, income, and language. Low-income students continue to attend underfunded institutions, reflecting persistent structural inequalities.
The growth of vouchers, charter schools, and homeschooling has further eroded the progress made toward integration. Yet among emerging solutions, bilingual education—frequently referred to as “Dual-Language Immersion (DLI) programs”—stands out as a compelling model.
The Promise of Dual-Language Immersion
DLI programs deliver instruction in both English and a partner language, combining academic rigor with an emphasis on bilingualism, biculturalism, and intercultural understanding. These programs have become the fastest-expanding educational option in many U.S. states.
Impact on Integration and Diversity
Since language, race, and economic status are often interconnected, schools targeting families who speak different home languages tend to attract students from a wide range of socio-economic and cultural backgrounds. As a result, DLI schools can foster environments of inclusion and diversity within public education.
The Los Angeles Research Case
“This lecture will discuss a recently completed research program studying DLI in the city of Los Angeles — the nation's second-largest public school district. It examines how and where such programs arise, their influence on segregation and learning outcomes, and strategies to engage diverse families.”
Author’s Summary
The study explores dual-language immersion as a practical path toward desegregating U.S. schools, highlighting how bilingual education can merge academic excellence with meaningful social integration.
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