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Pathways Through Which Principal Leadership Influences English Learner Outcomes: A Narrative Review and Theoretical Framework

Tue, April 21, 12:25 to 1:55pm, Virtual Room

Abstract

School principals are important actors in shaping school improvement, both academically and for social justice. While their role is to support all students, one group in particular for whom principal leadership may be critical is students classified as English learners (ELs). In this paper, we present a narrative review of the literature on school principals and ELs, then a theoretical framework for conceptualizing the principal’s role in EL education for future research and policy. We find that, while the research base is limited, there are key pathways through which school principals can become advocates for more inclusive and equitable education for ELs, including vision and goals for EL education, EL policy, EL programming, building teaching capacity, and school-family partnerships.

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