Bilingual Teacher Leadership: Expanding Notions of Instructional Leadership for English Learners

• In Event: Teacher Leader Agency and Influence

Abstract

Using survey and interview data from teachers in eight districts in three states, this paper shows that teacher leadership can be an important mechanism for supporting bilingual parent engagement. Specifically, being bilingually certified and involved in leadership activities related to English learners (ELs) were associated with greater parent engagement. Our findings suggest that language is an important tool for engaging parents, yet even teachers who are monolingual can become more engaged with parents by participating in EL-related activities.

Authors

• Megan Hopkins, University of Illinois at Chicago

• Kristine Schutz, University of Illinois at Chicago