“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

Menken, Kate; Espinet, Ivana; Avni, Sharon

doi:10.1177/08959048231159919

Cited by 2 publications

(1 citation statement)

References 52 publications

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“…Within the field of educational leadership, research has begun to emerge on leadership for specific types of educational programs, including DLI, given increasing provisions for this type of education in U.S. schools (Delavan et al, 2022; DeMatthews & Izquierdo, 2018; García et al, 2018; Knight et al, 2017; Menken et al, 2023; Menken & Solorza, 2014). Distributed leadership has been specifically examined in DLI contexts, including research in New York on principals as key arbiters of their schools’ language policies (Menken & Sánchez, 2020).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands

Chesnut,

Morita-Mullaney

2023

Educational Administration Quarterly

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Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals’ leader identities as they implement these programs. Research Methods/Approach: We used an embedded single case study design, with the phenomenon of Indiana school leadership in DLI strands as the case and principals as the embedded units of analysis, and we conducted semistructured interviews with over 80% of Indiana DLI strand principals ( n = 26). We conceptualized this as a single case, due to the common policy context of state legislation related to DLI and school choice. Findings: The DLI strand principals described their leadership work through primarily instructional and distributed leadership dimensions, drawing upon their historic, epistemic, and political understandings of their roles. Principals draw less upon the emotional and narrative dimensions of their leader identities, which are more apparent in teacher identity literatures. Implications for Research and Practice: Principals of new DLI strands often have limited expertise related to DLI models and have not considered how their roles should accommodate leading “two schools in one.” We provide recommendations for both practitioners and researchers in leadership preparation to encourage school leaders’ deeper engagement in reflective work across the dimensions of leader identity development. We furnish a matrix of questions to guide this work.

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Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands

Chesnut,

Morita-Mullaney

2023

Educational Administration Quarterly

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The Conflation of Dual Language Bilingual Education With Gifted Programs in New York City Schools

Roda,

Menken

2024

Educational Policy

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As neighborhoods across New York City gentrify, Dual Language Bilingual Education (DLBE) has become a big draw for gentrifier families. Our research contributes to growing literature on DLBE gentrification by examining how a racially diverse group of parents in two communities perceived DLBE as a school choice option. We found that schools with DLBE programs screened potential students via academic screening tests or school choice processes to determine admission into DLBE programs. This screening process has contributed to a) the conflation of DLBE with the city’s gifted programs, and b) a focus away from admitting and centering emergent bilinguals. While this screening served to further advantage gentrifier families, some parents resisted the opportunity hoarding behaviors of their peers through their alternative school choices and advocacy efforts. In this way, we show how all parents are constrained and impacted by the neoliberal logics of contemporary DLBE policy and school choice.

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“There Was Nothing Here”: School Leaders Using Dual Language Bilingual Education Programs as a Formula to Re-Engineer Student Populations for School Turnaround

Cited by 2 publications

References 52 publications

Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands

Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands

The Conflation of Dual Language Bilingual Education With Gifted Programs in New York City Schools

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