Leadership in English Language Teaching and Learning

Coombe, Christine; McCloskey, Mary Lou; Stephenson, Lauren; Anderson, Neil J.

doi:10.3998/mpub.231735

Cited by 10 publications

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ELT Management and Leadership Training

Quirke

2020

The TESOL Encyclopedia of English Language Teaching

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A decade ago, I wrote: “All too often in educational management we see quality teaching struggle against administrative and paperwork constraints.” Despite technological advances that should have simplified administrative tasks and reduced paperwork load, we are faced with an ever‐increasing volume of data that must be collated, analysed, interpreted, and reported on. Teachers are finding that increasing numbers of what were previously considered management and leadership roles are now part of their professional responsibilities, and the constraints on quality teaching and learning are tightening rather than relaxing. This author would argue there is still little training and development for teachers that specifically focuses on these management and leadership roles. This entry aims to address this by presenting one educational management and leadership professional development course that has been run successfully for over a decade.

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ELT Management and Leadership Training

Quirke

2020

The TESOL Encyclopedia of English Language Teaching

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Teacher Leadership

Reinders¹

2022

The TESOL Encyclopedia of English Language Teaching

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The quality of leadership is one of the most significant factors in educational success, but the skills necessary for taking on responsibility for self and others are not usually taught and supported. In this entry we look at the current role of leadership in language education, review common types of leadership, and consider the attributes individuals display in leadership roles. We conclude with a number of implications for pre‐service and in‐service language teacher training, as well as the broader TESOL field.

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Leadership Practices to Support Teaching and Learning for English Language Learners

McGee

Haworth

MacIntyre

2014

TESOL Q

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With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective leadership for successful teaching and learning, there is a lack of research into leadership of English for speakers of other languages (ESOL). This article reports on a research project investigating leadership practices which support ESOL teaching and learning in two New Zealand schools, where English language learners are a minority in the classroom. A number of successful leadership practices for ESOL emerged, including establishing clear goals, enabling leaders to be role models, providing ESOL professional learning, and empowering teaching and learning for ESOL. A number of challenges to successful leadership were also revealed, such as the marginalisation of ESOL and a business as usual approach, with English language learners expected to fit into existing practices. This article concludes that as numbers of English language learners continue to grow in schools, a strong focus on developing leadership practices and capacity to support ESOL teaching and learning is essential.

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Leadership in English Language Teaching and Learning

Cited by 10 publications

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ELT Management and Leadership Training

ELT Management and Leadership Training

Teacher Leadership

Leadership Practices to Support Teaching and Learning for English Language Learners

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