Una Búsqueda de la Equidad y la Justicia: District Leaders Attempt to Expand Dual Language Bilingual Education for Equity

Autor/inn/en	Dorner, Lisa M.; Lee, Se Woong
Titel	Una Búsqueda de la Equidad y la Justicia: District Leaders Attempt to Expand Dual Language Bilingual Education for Equity
Quelle	In: Journal of Cases in Educational Leadership, 23 (2020) 3, S.3-15 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dorner, Lisa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458920916910
Schlagwörter	Leitfaden; Unterricht; Lehrer; School Districts; Bilingual Education; Social Justice; Disadvantaged; High Achievement; Spanish Speaking; Access to Education; English Language Learners; English (Second Language); Second Language Learning; Equal Education; Educational Change; Parent Attitudes; Teacher Attitudes; Public Schools; Academic Achievement; Instructional Leadership; Institutional Characteristics; Elementary Secondary Education; Administrator Attitudes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; School district; Schulbezirk; Bilingual teaching; Bilingualer Unterricht; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungsreform; Elternverhalten; Lehrerverhalten; Public school; Öffentliche Schule; Schulleistung; Leadership; Erziehung; Führung
Abstract	This case examines one district's attempts to enhance and rework its approach to dual language bilingual education (DLBE). Upon her hire at "Triton Public Schools," the new coordinator for language services noticed that Spanish-speaking students designated as English Learners (ELs) had inequitable access to the district's only DLBE school, and that other programs designed for them did not result in as high academic achievement as DLBE. Conversations by district leadership to make significant changes in their approach to DLBE resulted in public outcry and confusion from educators, as well as Spanish- and English-speaking parents. Our discussion centers on how to employ courageous and social justice-minded leadership to enhance equity, access, and high academic achievement for marginalized student populations in bilingual education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01