Instructional Decisions of Elementary Principals for Implementing Dual Language Programs for Emergent Bilinguals

Authors

Susana M. Arredondo, Pharr San Juan Alamo ISDFollow
Michelle H. Abrego, University of Texas Rio Grande ValleyFollow
Velma D. Menchaca, University of Texas Rio Grande ValleyFollow

Short Title

Implementing Dual Language Programs for Emergent Bilinguals

Keywords

Dual Language, Bilingual Education, Social Justice, Leadership for Diverse Populations

Abstract

This study explores the instructional decisions made by elementary principals in implementing dual language programs, with a focus on the choice of language for state reading assessments. Utilizing a qualitative phenomenological approach, the research examines the lived experiences of eight principals in a South Texas school district, offering insights into the challenges of maintaining program fidelity while meeting state accountability demands. Key findings highlight the tensions principals face in balancing the integrity of the dual language model with the pressures of standardized testing. The study underscores the need for flexible district policies and enhanced leadership training, advocating for a leadership approach rooted in transformative and social justice principles to better support the academic success of Emergent Bilingual students. This research contributes to the broader understanding of the complexities involved in dual language program implementation and offers recommendations for educational leaders and policymakers.

Recommended Citation

Arredondo, Susana M.; Abrego, Michelle H.; and Menchaca, Velma D. (2024) "Instructional Decisions of Elementary Principals for Implementing Dual Language Programs for Emergent Bilinguals," School Leadership Review: Vol. 19: Iss. 1, Article 8.
Available at: https://scholarworks.sfasu.edu/slr/vol19/iss1/8