Operationalizing fidelity of implementation in dual language Immersion programs: A multiple case study of school and district leaders

This study examines how school and district leaders describe and operationalize fidelity of implementation of Dual Language Immersion (DLI) programs through frameworks, guidelines, and locally developed tools. Using a qualitative approach to analyze data from six interviews with district directors of bilingual programs and campus leaders where DLI is offered across different states, the study identifies how these stakeholders interpret guidelines and frameworks to discuss how elements such as monitoring mechanisms, language separation policies, assessment practices, and parental engagement influence the implementation of these programmatic initiatives. Findings highlight the critical role of leadership in defining what contributes to the fidelity of implementation of a DLI program. The paper concludes by discussing implications for policy and practice, emphasizing the need for fidelity measures that incorporate equitable resources, relevant assessment tools, professional development, and culturally sustaining pedagogies.