Author ORCID Identifier:
Date of Graduation
8-2025
Document Type
Thesis
Degree Name
Master of Education in Teaching English to Speakers of Other Languages (MEd)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Blair, Alissa
Committee Member
Penner-Williams, Janet
Second Committee Member
Speight, Renee
Keywords
bilingual education; ESL; multilingual learners; program development; program enactment; two-way programs
Abstract
As of 2025, the state of Arkansas has no state-approved bilingual or dual-language education programs, despite passing legislation in 2021 to allow for their creation. This literature review synthesizes findings from recent empirical studies conducted in the Midwestern and Southeastern United States—regions with demographic and policy contexts more similar to Arkansas than states with long-time bilingual programs. This literature review explores both beneficial and complicating factors in bilingual program implementation, addressing themes such as policy, leadership, stakeholder involvement, program design, and prevailing ideological mindsets, before summarizing lessons learned from these studies. The implications are clear: effective bilingual programming requires intentional, collective investment across classroom, district, and community levels. This literature review offers the start of a roadmap for educators, policymakers, and stakeholders seeking to translate legislative potential into equitable and sustainable educational practice, with the goal of improving outcomes for multilingual learners across the state.
Citation
Wallace, S. (2025). Bilingual Program Implementation and Programming in the Midwestern and Southeastern United States: Lessons Learned for Application in Arkansas. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5946
