Abstract
English learners (ELs) are a central and yet marginalized student population attending many public schools today. There are currently language policies written into legislation that provides support for EL students. The question is, how do the beliefs of school leaders influence their response to issues of policy implementation and compliance for EL students? In this study, campus administrators (leaders) in Texas school districts utilize responsive interviews to examine how the beliefs and practices of campus administrators shape their response to issues of compliance and implementation of language policies for ELs indicating how leaders accept educational responsibility for EL students. Ultimately, successful campuses are bred through a supportive, culturally competent climate and culture that is modeled and nurtured through an involved campus administrator who is willing to accept educational responsibility for EL students.
Highlights
English learners continue to be an underserved population with diverse needs and English learner policies are lost in translation within the practice
The question is, how do the beliefs of school leaders influence their response to issues of policy implementation and compliance for English learners (ELs) students? In this study, campus administrators in Texas school districts utilize responsive interviews to examine how the beliefs and practices of campus administrators shape their response to issues of compliance and implementation of language policies for ELs indicating how leaders accept educational responsibility for EL students
This study attempts to answer the question, how do the beliefs and practices of campus administrators shape their response to issues of compliance and implementation of language policies for ELs? The idea of accepting educational responsibility for EL students is one that is a focus for many campus administrators
Summary
English learners continue to be an underserved population with diverse needs and English learner policies are lost in translation within the practice. In the United States, 25% of children are children of immigrants and 10.5% are English Learners referred to as ELs (Batalova & McHugh, 2010). This statistic increased by 53.2% from 1997-2008. In Texas, 19% of students are identified as English Learners, and over 130 languages are represented in schools (TEA, 2018). Today’s educators are faced with finding new solutions to support the linguistically and culturally diverse ELs in their schools (Heineke, 2014; Stewart, 2012).
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