Preparing Dual Language Teacher Leaders: Evidence from a Quasi-Experimental Study in Illinois

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Language Ideologies and Policy in Practice

Abstract

This study evaluates the impact of the Dual Language Teacher Leadership (DLTL) master’s program on student outcomes in two large Chicago-area school districts. Using a quasi-experimental design with teacher and student matching, we analyzed standardized assessment data from Grades 2–8. Results show a statistically significant, positive effect on English learners’ speaking proficiency, a domain often difficult to improve. No significant effects were found for other language domains or academic achievement in ELA and math. Findings suggest that high-quality dual language teacher preparation can enhance students’ oral language development. The DLTL program offers a promising model for dual language teacher preparation and leadership, with implications for language policy and programming in multilingual learning environments.

Authors

• Elizabeth L. Adams, American Institutes for Research

• Katie Dahlke, American Institute for Research

• Erin Mackinney, Roosevelt University

• Brenda D. Arellano, American Institutes for Research

• Max Pardo, American Institutes for Research