Leading Dual Language: Twenty Years of Innovation in a Borderland Elementary School

  • Elena IzquierdoEmail author
  • David E. DeMatthews
  • Estefania Balderas
  • Becca Gregory
Part of the Language Policy book series (LAPO, volume 18)


This chapter presents a qualitative case study of authentic and social justice leadership of one exemplary bilingual principal working along the U.S.-Mexico border. The principal at the center of this study nurtured, inspired, and motivated teachers and families to create innovative and inclusive school programs to meet the needs of all students, especially Mexican American ELLs. Two micro-cases are presented to examine the principal’s role in founding a gifted and talented dual language program for ELLs and a merger with a low-performing school. The study’s key findings highlight how the principal developed strategic relationships to advocate for the needs of Latinx students and families. This chapter draws attention to areas where authentic and advocacy-oriented approaches to leadership can mitigate resistance from dominant groups. Implications for future research and principal preparation are discussed at the conclusion of the chapter.


Dual language education English Language learner Latinx students Social justice leadership Principal School leadership 


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Elena Izquierdo
    • 1
    Email author
  • David E. DeMatthews
    • 2
  • Estefania Balderas
    • 1
  • Becca Gregory
    • 1
  1. 1.Department of Teacher EducationUniversity of Texas at El PasoEl PasoUSA
  2. 2.Department of Educational Leadership and PolicyUniversity of Texas at AustinAustinUSA

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