The Unique Skills and Traits of Principals in One‐Way and Two‐Way Dual Immersion Schools

Abstract

This study considers the opinions of dual immersion elementary school principals in investigating the following research questions: (1) What do dual immersion principals identify as the skills and traits for the school leader that lead to the principal's success in a dual immersion context? and (2) What were the differences of opinion, if any, between principals of one‐way and two‐way dual immersion programs about the traits and skills required for the school leader? Data was collected from 12 interviews and an online survey of 29 principals of dual immersion schools in Utah. Dual immersion is a model for teaching foreign language in the elementary schools where two languages are studied simultaneously, thus differing from total immersion models, where the foreign language is the only language used at school (Roberts, 2015). Understanding the role of the principal at these schools was the central focus of this research. The themes and patterns that emerged from the data analysis point to five key roles for dual immersion principals. Findings also indicate that these needed skills and traits for school leaders vary between one‐way and two‐way dual immersion programs.

Language in a global world: A case study of foreign languages in U.S. K–8 education

“…Examinations of the meso (institutional) or micro (individual) level have often focused on singular groups. For example, studies have looked at immersion school teachers (Walker & Tedick, ) or principals (Rocque, Ferrin, Hite, & Randall, ) and the challenges they face, parents who choose dual‐immersion schools (Parkes, ; Whiting & Feinauer, ), or students in bilingual education programs (Merisuo‐Storm, ); however, studies have rarely looked across groups or within a single school environment. To better understand the ecology of language teaching and learning, the Douglas Fir Group () recommended that researchers investigate language learning in the United States today as it is situated within layered, interconnected, and complex levels—that is, to understand the discourses that are produced across school actors (micro level) and within school environments (meso level) as well as how these discourses interact with larger societal discourses (macro level).…”

School administrators’ perspectives of French immersion programs

“…Rocque et al (2016) have identified several skills, traits, and roles associated with successful FLIP leadership. These include knowledge of curriculum, instruction, and assessment, knowledge of language and culture, flexibility, time management, negotiation, recruiting, and soft skills such as positive and passionate, and empathic (Rocque et al, 2016).…”

“…Rocque et al (2016) have identified several skills, traits, and roles associated with successful FLIP leadership. These include knowledge of curriculum, instruction, and assessment, knowledge of language and culture, flexibility, time management, negotiation, recruiting, and soft skills such as positive and passionate, and empathic (Rocque et al, 2016). Principals facilitate the integration of immersion teachers into the faculty and collaboration with non‐immersion teachers in professional learning communities (PLCs) (Rocque et al, 2016).…”

“…These include knowledge of curriculum, instruction, and assessment, knowledge of language and culture, flexibility, time management, negotiation, recruiting, and soft skills such as positive and passionate, and empathic (Rocque et al, 2016). Principals facilitate the integration of immersion teachers into the faculty and collaboration with non‐immersion teachers in professional learning communities (PLCs) (Rocque et al, 2016). Principals are the main advocates for the program and provide guidance for a high‐quality education while relying on school‐wide support (Howard et al, 2017; Rocque et al, 2016).…”

“…Numerous qualitative studies have provided the characteristics of successful leaders in FLIPs as advocates, visionary thinkers, social justice leaders, organizers, managers, and cultural unifiers (DeMatthews & Izquierdo, 2016; Hunt, 2011; Ishimaru, 2013; Menken & Solorza, 2014; Rocque et al, 2016; Rodriguez & Alanis, 2011). However, further research was needed to understand better the processes, products, and experiences in FLIPs (Tedick & Wesely, 2015).…”