This study aims to document the impact of an 80-h virtual Spanish language immersion program on four elementary school leaders in Kentucky.
This study used a mixed methods approach. Each subject participated in three semi-structured interviews with the researcher and a standardized oral language assessment.
Participants expressed greater confidence when interacting with students and families who do not speak English, greater empathy for students learning English, new cross-cultural understandings and deeper knowledge about the language acquisition process and language instruction.
Training in a foreign language may prove to be a valuable professional learning activity for leaders seeking to develop a stronger skillset and mindset for multicultural education.
This paper contributes to the literature by documenting a previously un-researched virtual language immersion program.
