School Leadership for Dual Language Education: A Social Justice Approach

Leadership for professional learning towards educational equity: a systematic literature review

“…Finally, a number of articles point to the deliberate use of 'external resources' to promote social justice. These include teacher recruitment (DeMatthews & Izquierdo, 2016), as well as collaboration with the wider community (Blank, 2015), early childhood educators (Mistry & Sood, 2015), and private schools (Scanlan, 2010).…”

Exploring the transformative potential of English language teaching for social justice: Introducing the special issue

“…The literature is abundant when it comes to studies that situate language at the intersection of societal, structural, and institutional inequalities (e.g., Avineri, Graham, Johnson, Conley Riner, & Rosa, 2019; Block, Gray, & Holborow, 2012; Heller, 2010; Holborow, 1999, 2015). Language teaching for social justice has been an imperative in curriculum design in many language instruction contexts such as English language arts (Alsup & Miller, 2014; Bender‐Slack, 2015; Dover, 2013), foreign language education (Bigelow, 2016; Cammarata, 2016; Ennser‐Kananen, 2016; Glynn, Wesely, & Wassell, 2018; Osborn, 2006; Reagan & Osborn, 2002), dual language education (DeMatthews & Izquierdo, 2016), and English as a second language (ESL) in the United States, including Indigenous, immigrant, and minority groups (Blackledge, 1999; McEachron & Bhatti, 2015; Nzai & Reeves, 2014; Skutnabb‐Kangas, 2009; Theodaris & O’Toole, 2011). With the growing interest in social justice teacher education, teacher candidates are now prepared to teach in ways that lessen “the inequalities … and the injustices that exist in societies beyond systems of schooling, in access to shelter, food, healthcare, transportation, access to meaningful work that pays a living wage and so on” (Zeichner, 2011, p. 7).…”

The Impact of Brown on EL Students: Addressing Linguistic and Educational Rights Through School Leadership Practice and Preparation

“…Principals can identify an optimal research-based program given their local demographics, implement it with adequate resources, and evaluate its effectiveness for EL students over time, leveraging outcomes already collected as part of state and local accountability efforts (Callahan & Hopkins, 2017;Callahan & Shifrer, 2016). And, perhaps most importantly of all, the final domain, school culture, entails school improvement efforts and processes designed to optimize EL student achievement, drawing on the rich array of linguistic, cultural, and social resources in the local community (DeMatthews & Izquierdo, 2016Scanlan, Kim, Burns, & Vuilleumier, 2016;Scanlan & López, 2012). We propose that when grounded in the local school and community contexts, and supported by a firm foundation in linguistic equity and social justice, these four domains of leadership practices can support principals and schools in meeting the expectations of Castañeda and fulfilling the intent of both Brown and Lau.…”