¡Vamos! How School Leaders Promote Equity and Excellence for Bilingual Students

Abstract

Background: Focusing on culturally and linguistically diverse students, this article presents a narrative synthesis of empirical evidence guiding school leaders to promote educational equity and excellence. Research Design: This study employs a tripartite theoretical model that emphasizes cultivating language proficiency, providing access to high-quality curriculum, and promoting sociocultural integration. Using this as an organizing framework, the article presents a review of 79 empirical articles published from 2000 to 2010. Findings: The article explains how school leaders can use research literature to craft effective and integrated service delivery for their culturally and linguistically diverse students.

Teaching English in the United States: Looking Back and Moving Forward towards a Brighter Future

“…Principals consider various factors in establishing ELL programming, such as students' linguistic and cultural backgrounds, the degree to which programming can be properly implemented, and the vision and mission of the school community (Scanlan & López, 2012). Schools in which there is no clear majority of students from a particular language background may adopt subtractive programming as previously discussed.…”

Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border

“…Leadership for social justice at the campus level has been found to be a key component in addressing the needs of Latina/o emergent bilinguals through dual language education (Hunt, 2011;Shaw, 2003;Scanlan & López, 2012;Theoharis & O'Toole, 2011;Wiemelt & Welton, 2015). Clearly, the superintendency differs from the principalship, but the literature is useful for describing how any educational leader acts to change organizational and cultural values, structures, and practices that marginalize students.…”

“We don't talk about undocumented status…We talk about helping children”: How School Leaders Shape School Climate for Undocumented Immigrants

“…Principals can effect school improvement processes by promoting a shared vision, building structures and practices to support that vision, and fostering strong relationships with the local community (Bryk et al, 2010;Hallinger & Heck, 1998;Scanlan & López, 2012). Concomitantly, schools that are considered "successful" are those where leaders champion student progress by focusing on social outcomes like students' personal, social, and economic potentialities (Day & Leithwood, 2007;Ishimaru, 2013).…”