Leadership for English Language Learners: A Review of Research on Principal Roles in the Context of Shifting Demographics

• In Event: 31.023 - Challenging the Dominant Narratives: Social Justice Leadership in High-Needs Contexts

Abstract

English language learners (ELLs) continue to be one of the most rapidly increasing school populations across the United States. ELLs are persistently identified as underperforming relative to English language proficient peers on multiple measures of student achievement (National Center for Education Statistics, 2013). Ensuring that school leaders are familiar with the unique needs of ELLs poses significant challenges. The purpose of this literature review is to examine and analyze the research on leadership for ELLs. We provide a concept map outlining four domains necessary for effective leadership and discuss implications for research, policy, and practice.

Subsection 1a
Topic descriptors: English Learner, Leadership, Administration

Authors

• Rebecca Jane Lowenhaupt, Boston College

• Kyle Fagan, Boston College

• Caitlin D Hogue, Boston College