Empowering educators: identifying professional development needs in Mandarin-English dual language immersion programs in the United States

As dual language immersion (DLI) programs expand in the U.S. understanding teachers’ professional development (PD) needs is increasingly critical. This study examines the PD needs of K-12 Mandarin DLI educators through a national survey of 77 teachers and semi-structured interviews with 11 participants. Findings highlight a strong demand for practical, context-specific PD that aligns with classroom realities, emphasizing interactive, hands-on training and systematic approaches to language instruction and biliteracy development. Concrete resources, such as certifications and ready-to-use materials, were the most valued incentives for PD participation. Teachers identified key PD priorities, including content and language integrated instruction (CLIL), differentiated instruction, and technology integration. However, barriers such as limited funding, time constraints, and heavy workloads hinder participation, underscoring the need for institutional support through subsidized training and flexible hybrid learning models. Centering on the experiences of Mandarin DLI educators, this study provides actionable recommendations to enhance teacher support and ensure the sustainability of Mandarin-English DLI programs.