Leading Dual Language Programs: Social Justice Leadership Along the U.S.-Mexico Border

• In Event: Culturally and Racially Responsive Leadership

Abstract

This paper reports on four principals who implemented a dual language program. The research question was: How do principals make sense of a district mandated dual language program for all English language learners? Sensemaking is a useful tool for examining school leadership because schools are complex and subjected to incoherent policies. A qualitative case study method was utilized to provide an analysis of the sensemaking and leadership practice. The schools and principals were selected using a purposeful sampling strategy. Findings revealed the following variables influenced the principal’s sensemaking: (a) parent perceptions and native language; (b) student success/struggles in dual language program or in native language; (c) student disability status; (d) teacher capacity and personality; and (e) school budget and resources.

Authors

• David Edward DeMatthews, The University of Texas - El Paso

• Elena Izquierdo, The University of Texas - El Paso

• Vanessa Espitia Mendoza, The University of Texas - El Paso