Challenging the dominant narrative

Critical bilingual leadership (Liderazgo) for emergent bilingual Latin@ students

Joseph Wiemelt, Anjale Devawn Welton

Research output: Contribution to journalArticle

Abstract

The growing "Latinization" of the United States is drastically changing the demographics of the students served in PK-12 public schools (Irizarry, 2011). To understand how educational leaders can best serve this changing student population, we used Critical Bilingual leadership, Liderazgo, to interrogate the aim to create a culturally and linguistically responsive school. We found that Liderazgo was operationalized across the following themes: promoting dual language programming as the foundation for equity; drawing on experiential knowledge as a strength; fostering relationships through transcaring and exercising instructional bilingual leadership.

Original languageEnglish (US)
Pages (from-to)82-101
Number of pages20
JournalInternational Journal of Multicultural Education
Volume17
Issue number1
DOIs
StatePublished - Jan 1 2015

Fingerprint

leadership
experiential knowledge
narrative
programming language
school
equity
student
leader

Keywords

  • Bilingual education
  • Critical bilingual leadership
  • Dual language
  • Educational leadership
  • Spanish speakers

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)

Cite this

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