Public Internet Data Mining methods enable studying educational institutions' public-facing communication. Multiple online data sources can illuminate differences in how different audiences are addressed online, opening the door for critical inquiry into emerging issues of representation and targeted advertising. The present study presents a case study to exemplify this potential in Dual language education (DLE). Critical theories posit that communications about these programs may be exclusionary to minority groups and threaten equity. This research leverages large-scale public records of public Facebook posts and websites of United States school districts to investigate how districts communicate about DLE. Districts that mentioned DLE on Facebook or the web exhibited higher proportions of Hispanic language learners. Hispanic students generally were represented more on Facebook than on the web. Linguistic differences between DLE mentions on Facebook and the web indicate that Facebook might be used to recruit students for DLE. These findings highlight discrepancies in communication strategies across platforms and underscore the potential for multi-source data analysis to uncover equity-related challenges and opportunities in educational communication. By integrating demographic data with public online content, this study demonstrates how critical lenses can reveal patterns of inclusion and exclusion in public communication and how they relate to different intended audiences.