Affordances and Constraints of Networking to Foster Communities of Practice That Transform Schools to Be Culturally and Linguistically Responsive

• In Event: Moscone Center North Roundtable Session 15
  In Roundtable Session: Leading for Social Justice With Students, Parents, and Communities

Abstract

Each year schools in the United States grow more culturally and linguistically diverse. These demographic shifts affect schools across sectors. Schools employ markedly varied processes for identifying, labeling, and educating these students, who frequently are in the process of developing their English language proficiency. Improving these three processes – which can be thought of as the school’s “service delivery model” – is an important educational goal in the public interest. This paper examines how leadership –by individuals in both formal and informal positions of authority – has created a network of schools that is systematically transforming their service delivery models to be culturally and linguistically responsive, specifically by implementing the two-way immersion model of dual language education.

Author

• Martin Scanlan, Boston College