Language as a Bridge or Barrier: Reimagining Educational Leadership for Linguistic Inclusion (GSS)

• In Event: Enhancing Educational Outcomes for Multilingual and Immigrant Students

Abstract

This conceptual paper examines how educational leadership shapes the inclusion or marginalization of heritage languages within English-dominant schooling contexts. Drawing on raciolinguistic perspectives, family language policy, and social justice leadership, the study reframes linguistic inequality as a leadership responsibility rather than solely a pedagogical issue. The paper proposes a four-domain framework for linguistic inclusion and positions language as a structural dimension of equity within educational leadership research, with implications for leadership preparation, policy, and practice.

Authors

• Sabrina Kabir, Texas State University

• Khalid Arar, Texas State University