Leading for Language Equity: Educators as Bilingual Education Policy Actors

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

Abstract

This qualitative study explores how Texas educators engage as policy actors in bilingual education through advocacy, leadership, and participation in formal and informal policy spaces. Guided by the State English Learner Education Policy Framework, the study examines how educator policy actors use lived experiences to influence bilingual education policy, navigate barriers and opportunities, and advance language equity, program implementation, and educational access for Emergent Bilingual students.

Author

• Nancy Cruz Rodriguez, Texas Christian University