From a critical race theory perspective, this study examined how leaders in a California public school district support English language learners (ELLS) while implementing Proposition 227, a policy that strengthened the structures of inequality by imposing English as the language of instruction. The problem this study addressed was the effect Proposition 227 has had on school leaders' capacity to support the needs of ELLs. A qualitative multiple-case study, this study examined inconsistencies among tiers of leadership with regard to support systems for ELLs, irregular monitoring practices, and a lack of language resources. These findings also reveal a focus on oral and academic language development and outline professional development and review of ELLS' data as best practices.
This study employed nine semistructured interviews. Analysis is presented through a tiered leadership model that includes perceptions from board members, district administrators, and school principals. This study is vital to informing the literature on how leaders understand instruction for ELLs and implement support services in public schools.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Educational leadership, Language|
|Keywords:||English Language Learners, English Learners, Leaders, Proposition 227, School Leaders|
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