Leadership Practices to Support Teaching and Learning for English Language Learners

Abstract

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.

Pulled in many directions: tensions and complexity for academic staff responding to international students

“…McGee, Haworth and MacIntyre 2015;Skyrme 2007Skyrme , 2010, far less attention has been paid to teachers' roles within the process (Harman 2005;Sanderson 2011;Sawir 2011;Trice 2005). This is particularly true in the New Zealand context, and explains the choice to focus the current article on this one aspect.…”

Perceptions of ESL Program Management in Canadian Higher Education: A Qualitative Case

“…There is a general lack of leadership literature within the TESOL field (Curtis, 2013;McGee et al, 2014). Greenier and Whitehead (2016) proposed a leadership model for English language teaching, which covered the notion of authentic leadership in the ESL classroom for teachers, but their work did not examine the role of administrators.…”

“…ESL program directors struggle for legitimacy as professionals in an academic context (Breshears, 2004;Jenks, 1997;Jenks & Kennell, 2012;MacDonald, 2016;MacPherson et al, 2005;McGee, Haworth, & MacIntyre, 2014). Not only do program directors struggle for recognition as individuals, ESL programs as a whole remain marginalized and under-resourced (Eaton, 2013;Dvorack, 1986;MacDonald, 2016;Norris, 2016;Rowe-Henry, 1997;Soppelsa, 1997).…”

“…Hussein (1995) suggested that TESOL and applied linguistics programs should either include administrative training or require students take such courses through a complementary department, such as educational administration. Not only do current ESL program administrators, as a body of professionals with deep expertise and experience, have the opportunity to train the next generation of ESL program administrators, we must provide professional development opportunities for those currently serving in administrative roles (McGee et al, 2014). Hussein (1995) suggested that professional associations can facilitate further development those in administrative roles through workshops and presentations at their annual conferences.…”

“…Hussein (1995) suggested that professional associations can facilitate further development those in administrative roles through workshops and presentations at their annual conferences. Leaders rely on their own first-hand experience as well as on their interactions with professional peers with whom they work in similar contexts (McGee et al, 2014;Sergiovanni, 1991). By incorporating components of leadership and educational administration into graduate-level TESOL programs and complementing that with professional development for those who already serve in leadership roles, current TESOL professionals would cultivate the next generation of program directors who could lead programs with skills and confidence, while also having a network of peers with similar administrative training upon whom they could rely for consultation and advice.…”