Learning from success stories: leadership structures that support dual language programs over time in New York City

Abstract

This research considers the role of the principal and teachers in promoting and supporting dual language bilingual education in three established elementary school programs in New York City. Through a comparative case study in different dual language programs that have each been in existence from more than 10 years, data were collected to consider how the principal works with her staff to negotiate, envision, and support the goals of the dual language program. By examining three different programs in depth, this research identifies elements of leadership in a dual language program that transcend context while exposing the various ways that these leaders react and adapt to the individual community of their particular school. A strong mission, collaboration and shared leadership, trust, and flexibility among administration and teachers are identified as crucial factors in creating a community that is transformative and sustainable over time. In each school, a commitment to the opportunities that bilingualism and multicultural understandings bring to students is universally understood.

Keywords:

• dual language
• bilingual
• school administration
• teacher collaboration
• learning community
• collaborative leadership

Notes

1. Each school was given a pseudonym to ensure privacy and encourage candidness.

2. In a dual language program, the teacher is committed to the language of the instruction and works hard not to go back and forth between the two languages. Language is supported through visual clues, graphic organizers, and the linguistic support of other class members, but the teacher does not code-switch or provide translation.