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Leading Successful Elementary Spanis...

Najera, Victoria Edna,

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Leading Successful Elementary Spanish Two-Way Dual Immersion Programs for Multilingual Learners /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leading Successful Elementary Spanish Two-Way Dual Immersion Programs for Multilingual Learners // Victoria Edna Najera.
Author:	Najera, Victoria Edna,
Description:	1 electronic resource (142 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32042643
ISBN:	9798315700913

Leading Successful Elementary Spanish Two-Way Dual Immersion Programs for Multilingual Learners /
Najera, Victoria Edna,

Leading Successful Elementary Spanish Two-Way Dual Immersion Programs for Multilingual Learners /Victoria Edna Najera. - 1 electronic resource (142 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Multilingual Learners (MLLs) represent 21% of the overall student population in U.S. public schools. Only a small percentage, 8.2%, of MLLs are enrolled in dual immersion programs nationwide. Nevertheless, researchers state that Two-Way Immersion (TWI) programs are beneficial for MLLs because they allow them to develop fluency in both their home language and English while simultaneously enhancing their academic skills, fostering cultural understanding, and promoting cognitive development, all within a supportive learning environment where they are not seen as needing remediation but as valuable contributors to the classroom dynamic. This phenomenological study interviewed twelve elementary school principals from TWI programs to explore how they effectively lead successful TWI programs for MLLs. The participants were purposefully selected from public schools across three regions in the United States, based on their 5th grade MLL student data, which demonstrated proficiency at or above the state's English Language Arts and MLL exams for 2023. The researcher examined how successful principals (a) describe their approach to leadership, (b) recruit and support culturally and linguistically responsive teachers, and (c) engage with MLL families. The Culturally Responsive School Leadership Framework (CRSLF) anchored this study. The findings indicated that principals were culturally responsive leaders who promoted the success of MLL students by: (a) focusing on student-centered practices, showing a strong dedication to bilingual education, and maintaining alignment with the school's TWI program model. Moreover, they played a vital role in recruiting bilingual teachers, supporting their professional development, collaborating with bilingual staff, and effectively navigating time and budget constraints to support TWI teachers. As culturally responsive leaders, they engaged with MLL families by being present and approachable, encouraging their participation in school activities, and cultivating safe, welcoming school environments. The researcher concluded that successful school leaders create and nurture inclusive, affirming, and academically challenging learning environments that promote success for all students.

English

ISBN: 9798315700913Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Dual language

Leading Successful Elementary Spanish Two-Way Dual Immersion Programs for Multilingual Learners /
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520 $a Multilingual Learners (MLLs) represent 21% of the overall student population in U.S. public schools. Only a small percentage, 8.2%, of MLLs are enrolled in dual immersion programs nationwide. Nevertheless, researchers state that Two-Way Immersion (TWI) programs are beneficial for MLLs because they allow them to develop fluency in both their home language and English while simultaneously enhancing their academic skills, fostering cultural understanding, and promoting cognitive development, all within a supportive learning environment where they are not seen as needing remediation but as valuable contributors to the classroom dynamic. This phenomenological study interviewed twelve elementary school principals from TWI programs to explore how they effectively lead successful TWI programs for MLLs. The participants were purposefully selected from public schools across three regions in the United States, based on their 5th grade MLL student data, which demonstrated proficiency at or above the state's English Language Arts and MLL exams for 2023. The researcher examined how successful principals (a) describe their approach to leadership, (b) recruit and support culturally and linguistically responsive teachers, and (c) engage with MLL families. The Culturally Responsive School Leadership Framework (CRSLF) anchored this study. The findings indicated that principals were culturally responsive leaders who promoted the success of MLL students by: (a) focusing on student-centered practices, showing a strong dedication to bilingual education, and maintaining alignment with the school's TWI program model. Moreover, they played a vital role in recruiting bilingual teachers, supporting their professional development, collaborating with bilingual staff, and effectively navigating time and budget constraints to support TWI teachers. As culturally responsive leaders, they engaged with MLL families by being present and approachable, encouraging their participation in school activities, and cultivating safe, welcoming school environments. The researcher concluded that successful school leaders create and nurture inclusive, affirming, and academically challenging learning environments that promote success for all students.
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650 4 $a Elementary education. $3 641385
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653 $a Multilingual Learners
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