Reimagining Education for ELL’s: How Educational Leaders Meet the Needs of a Diverse Student Population

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Leadership and Professional Development for Language Learner Education (Table 5)

Abstract

English Language Learners are the fastest-growing group of students in the U.S. School leader’s understanding and decisions influence the programs or services provided to ELLs (Mavrogordato & White, 2020; DeMatthews & Tarlau, 2019). Educators’ and educational leaders’ attitudes, perceptions, and understandings of these students impact their learning (Murphy & Torff, 2018; & Garcia et al., 2019). The purpose of this narrative qualitative research study (Riessman, 2008; Arnault & Sinko, 2021) is to examine and understand educational leadership decisions concerning English Language Learners. This study uses educational leaders for social justice and culturally relevant pedagogy as theoretical frameworks to better understand how educational leaders implement practices for social justice and culturally relevant pedagogy concerning ELLs (Ladson-Billings, 2006; Bogotch, 2014).

Author

• Maryam Kased, University of New Orleans