English Learner Policies into Practice: The Power of Campus Leadership

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.