Inclusive Leadership and Multilingual Learners

Cruze, Angela; Holmes, Steve; López, Francesca; Kelsey, Isabel; Campuzano, Carmen

doi:10.4324/9780429356261-5

Cited by 2 publications

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“…Scanlan and Theoharis (2015) remind us of the importance of communities of practice in professional learning, particularly in the realm of leadership for social justice. Therefore, professional development needs to not only address ESOL topics (i.e., best practices and strategies for language instruction), but also the ways in which schools can build professional learning communities to strengthen and support culturally and linguistically responsive curriculum and instruction, as well as equitable and inclusive learning opportunities (Kelsey et al (2015). The notion of a “systems-approach” can be further conceptualized through the theoretical framework that I present in the next section.…”

Section: Literature Reviewmentioning

confidence: 99%

English as a Second or Other Language-Focused Leadership to Support English Language Learners: A Case Study

Oliver

2021

Journal of Education

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With the growing population of culturally and linguistically diverse students in K-12 schools, explicit English as a Second or Other Language (ESOL)-focused leadership is needed to support culturally responsive teaching practices, as well as provide socially just and equitable educational opportunities for all students. This study focuses on how one school district and its high school have distributed and sustained ESOL-focused leadership (knowledge, skills, dispositions, and practices) to promote inclusive and equitable learning opportunities for ELLs. Findings from this case study provide examples of the presence of ESOL-focused leadership and how it supports ELLs and their teachers. Practical implications for meeting ELLs’ unique needs are shared.

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Section: Literature Reviewmentioning

confidence: 99%

English as a Second or Other Language-Focused Leadership to Support English Language Learners: A Case Study

Oliver

2021

Journal of Education

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Harmony Plus Future Leader Academy: A Leadership Program Co-Developed by Students

Brown¹,

Buttke²,

Doolittle³

et al. 2022

IJBMR

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What is the general purpose of leadership education? The answer may be based on who receives such an education. In this case, the students were high schoolers in both the US and Canada enrolled in a special series of online workshops designed to generate a new leadership development model. This article traces the experience of five very gifted students, two teaching assistants, and a visiting professor as they collaborate in designing and learning through a student-centered process. The model originated via the ideas, discussions, and assignment efforts of the students themselves. Each workshop built on previous experience beginning with an assessment of the student’s well-being. Successive workshops in the series (5) formed a working model that is presented in this article. Students then contributed their assignments to a web-based portfolio to utilize in the future.

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Inclusive Leadership and Multilingual Learners

Cited by 2 publications

References 0 publications

English as a Second or Other Language-Focused Leadership to Support English Language Learners: A Case Study

English as a Second or Other Language-Focused Leadership to Support English Language Learners: A Case Study

Harmony Plus Future Leader Academy: A Leadership Program Co-Developed by Students

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