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Journal of Latinos and Education Volume 17, 2018 - Issue 1
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Original Articles

The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

David DeMatthewsEducational Leadership and Foundations, University of Texas at El PasoCorrespondence[email protected]
&
Elena IzquierdoTeacher Education Department, University of Texas at El Paso
Pages 53-70 | Published online: 13 Mar 2017

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Armando Garza Ayala. (2023) “Go Back to Mexico:” Linguistic Violence, Bilingualism, and Identity of Latina/o/x Bilingual Adolescents. Journal of Latinos and Education 22:4, pages 1597-1611.
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Luis Landa, Virginia Snodgrass Rangel & Hilary Coulson. (2023) Parent Engagement at a Primarily Latinx High School Campus. Journal of Latinos and Education 22:2, pages 566-582.
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Rebecca M. Callahan, Anysia P. Mayer, Anthony H. Johnson & Claudia J. Ochoa. (2023) Exploring Organizational Leadership for English Learner Equity . Leadership and Policy in Schools 22:1, pages 99-118.
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Betty Alicia Cárdenas. (2022) Teacher leadership for social change in bilingual and bicultural education. International Journal of Bilingual Education and Bilingualism 25:5, pages 1934-1937.
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Deena Gumina. (2022) Bilingual teachers’ improvisations as agentive policy work in a constrained policy context. Bilingual Research Journal 45:1, pages 26-42.
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Naashia Mohamed. (2021) The agentive role of preschool leaders in language policy enactment: case studies of acceptance and resistance. Current Issues in Language Planning 22:1-2, pages 225-242.
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Karen D. Thompson, Ilana M. Umansky & Lorna Porter. (2020) Examining Contexts of Reception for Newcomer Students. Leadership and Policy in Schools 19:1, pages 10-35.
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Roderick L. Carey, Laura S. Yee & David DeMatthews. (2018) Power, Penalty, and Critical Praxis: Employing Intersectionality in Educator Practices to Achieve School Equity. The Educational Forum 82:1, pages 111-130.
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Articles from other publishers (16)

Colleen E. Chesnut & Trish Morita-Mullaney. (2023) Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands. Educational Administration Quarterly.
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Sophia Rodriguez & Emily R. Crawford. (2022) School-Based Personnel Advocacy for Undocumented Students Through Collective Leadership in Urban Schools: A Comparative Case Study. Journal of Research on Leadership Education 18:3, pages 347-377.
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Haim Shaked. (2023) How instructional leaders promote social justice. Educational Management Administration & Leadership, pages 174114322311682.
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Jessica G. Rigby & Stephanie Forman. (2023) Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning. Urban Education, pages 004208592311629.
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Emily R. Crawford, David Aguayo & Fernando Valle. (2022) Culturally Responsive Leadership for Latinx Immigrant Students: Advocacy in a U.S.–Mexico Border Alternative School. Journal of School Leadership 32:6, pages 586-611.
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Madeline Mavrogordato, Rebecca Callahan & Caroline Bartlett. (2022) Mid-level leaders as key policy interpreters: state and local leaders’ perspectives on leveraging Castañeda to expand equity for English learner students. Language Policy 21:3, pages 331-355.
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Miguel Fernández Álvarez, Jesús Paz-Albo, Aránzazu Hervás-Escobar & Amanda Montes. (2021) Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain. Revista Complutense de Educación 33:1, pages 13-25.
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Bryan J. Duarte. (2021) “Part of Their Chemistry”: The Reproduction of Neoliberal Governmentality in Principal and Teacher Subjectivities. Anthropology & Education Quarterly 52:3, pages 274-293.
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Reva Jaffe-Walter & Adriana Villavicencio. (2021) Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools. Educational Policy, pages 089590482110156.
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Katie A. Bernstein, Noah Katznelson, Angélica Amezcua, Saida Mohamed & Sarah L. Alvarado. (2020) Equity/Social Justice, Instrumentalism/Neoliberalism: Dueling Discourses of Dual Language in Principals’ Talk About Their Programs. TESOL Quarterly 54:3, pages 652-684.
Crossref
David E. DeMatthews & Elena Izquierdo. (2018) Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School. Urban Education 55:3, pages 362-393.
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David G. Hinojosa. 2019. Dual Language Education: Teaching and Leading in Two Languages. Dual Language Education: Teaching and Leading in Two Languages 19 34 .
Elizabeth Howard & Angela M. López-Velásquez. 2019. Dual Language Education: Teaching and Leading in Two Languages. Dual Language Education: Teaching and Leading in Two Languages 195 207 .
David E. DeMatthews, Elena Izquierdo & Stephen Kotok. 2019. Dual Language Education: Teaching and Leading in Two Languages. Dual Language Education: Teaching and Leading in Two Languages 181 193 .
Elena Izquierdo, David E. DeMatthews, David S. Knight & James Coviello. 2019. Dual Language Education: Teaching and Leading in Two Languages. Dual Language Education: Teaching and Leading in Two Languages 149 162 .
David E. DeMatthews & Elena Izquierdo. 2019. Dual Language Education: Teaching and Leading in Two Languages. Dual Language Education: Teaching and Leading in Two Languages 1 15 .

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