Abstract
This chapter presents a social justice leadership framework for principals pursuing dual language education (DL) and focuses on schools serving Latinx communities. The purpose of this framework is to highlight the principal’s role in creating more equitable schools for Latinx emergent bilinguals (EBs) and to foster a multi-dimensional social justice perspective that focuses on closing achievement gaps while equally valuing meaningful parent engagement and the rich cultural and linguistic assets of students and their community. We focus on the principal not because we are arguing for a model of heroic leadership that centers the principal as the dominant change agent, but because research on DL and EBs has primarily ignored this important position.
This chapter has been adapted from a previous published article with permission from the publisher: DeMatthews and Izquierdo (2018).
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Notes
- 1.
We use the term emergent bilinguals rather than the term English Language Learners (ELLs) or Limited English Proficient (LEP). ELLs or LEP students are those students who speak a language other than English and are acquiring English in school. We prefer to use the term emergent bilinguals because we believe that when policymakers, educators, and researchers ignore bilingualism and its role in schooling, they perpetuate numerous inequities and discount the needs of children from linguistically diverse backgrounds.
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DeMatthews, D.E., Izquierdo, E., Kotok, S. (2019). A School Leadership Framework for Dual Language. In: DeMatthews, D.E., Izquierdo, E. (eds) Dual Language Education: Teaching and Leading in Two Languages. Language Policy, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-10831-1_12
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