Liderazgo: Principals Enacting Language Policy

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dc.contributor.advisorMartinez, Melissa A.
dc.contributor.authorRoddy, Meredith Muir
dc.contributor.committeeMemberStraubhaar, Rolf
dc.contributor.committeeMemberSánchez-Suzuki Colegrove, Kiyomi
dc.contributor.committeeMemberAidman, Barry J.
dc.date.accessioned2021-12-08T21:23:26Z
dc.date.available2021-12-08T21:23:26Z
dc.date.issued2021-12
dc.description.abstractLanguage policies in the United States have traditionally been characterized by assimilationist and deficit-based discourse about linguistically diverse students, resulting in subtractive schooling practices that have significantly limited educational access and achievement for Latino students (Brown, 2016; Valencia, 2010; Valenzuela, 1999). Dual language programs have proliferated as an additive alternative to the subtractive nature of transitional bilingual programming. Drawing on research about culturally and linguistically responsive leadership practices, language policy enactment, and holistic bilingualism, this study used a multicase study method to explore the lived experiences of four elementary school principals navigating language policy. All the schools in this study had well-established dual language immersion programs. Results from the study suggest that principals who were deeply knowledgeable about dual language practices made policy adaptations to improve students’ language and literacy outcomes, contested subtractive practices not aligned with bilingual and biliteracy-specific pedagogies, and employed an equity and social justice discourse to engage in advocacy and policy enactment.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent221 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationRoddy, M. M. (2021). <i>Liderazgo: Principals enacting language policy</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/15031
dc.language.isoen
dc.subjectLangauge policy
dc.subjectDual language education
dc.subjectCulturally and linguistically responsive leadership
dc.subjectEnglish learners
dc.subjectEmergent bilinguals
dc.subjectCase study
dc.subjectPrincipals
dc.subjectPrincipals
dc.titleLiderazgo: Principals Enacting Language Policy
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education, & School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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