Critical Intersections in Leading Dual Language Bilingual Education

• In Event: Leadership for Multilingual and Immigrant Students and Communities

Abstract

The growing urgency for Dual Language Bilingual Education (DLBE) signals a critical shift in bilingual education models, not just programmatically, but in the intersections of language orientation, leadership, and sociocultural equity. While equity-driven leadership frameworks are achieving momentum, few studies address how leaders foster, scale, and sustain high-quality DLBE instruction. This six-year longitudinal study examines the critical intersections of dual language pedagogy and leadership practices necessary for effective DLBE implementation. By analyzing five years of student outcome data across four districts, the study identifies how leadership actions and language instructional practices intersect to support, scale, and sustain effective program implementation. Findings note the critical role of DLBE intersectionality for the Professional Standards for Educational Leaders and educational leadership preparation programs.

Authors

• Elena Izquierdo, University of Texas - El Paso

• Vanessa Espitia Mendoza, University of Texas - El Paso

• Sarah De La Garza, Texas Tech University

• Jose Medina, Educational Solutions