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ABSTRACT
Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice leadership, and the new Professional Standards for Educational Leadership to describe how principals can create dual language programs and lead for social justice and conclude with implications for preparation programs.
Notes
1 We use the term emergent bilinguals rather than the term English Language Learners (ELLs) or Limited English Proficient (LEP). ELLs or LEP students are those students who speak a language other than English and are acquiring English in school. We prefer to use the term emergent bilinguals because we believe that when policymakers, educators, and researchers ignore bilingualism and its role in schooling, they perpetuate numerous inequities and discount the needs of children from linguistically diverse backgrounds.
2 Losen (Citation2010) and Lopez and McEneaney (Citation2012) found evidence that EB scores on the NAEP in Arizona and California declined in the long term while states with less restrictive policies steadily improved.