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Critical Bilingual Leadership for Emergent Bilingual Students

Critical Bilingual Leadership for Emergent Bilingual Students

Joseph Wiemelt
Copyright: © 2015 |Pages: 25
ISBN13: 9781466686687|ISBN10: 1466686685|EISBN13: 9781466686694
DOI: 10.4018/978-1-4666-8668-7.ch018
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MLA

Wiemelt, Joseph. "Critical Bilingual Leadership for Emergent Bilingual Students." Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, edited by Patriann Smith and Alex Kumi-Yeboah, IGI Global, 2015, pp. 446-470. https://doi.org/10.4018/978-1-4666-8668-7.ch018

APA

Wiemelt, J. (2015). Critical Bilingual Leadership for Emergent Bilingual Students. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development (pp. 446-470). IGI Global. https://doi.org/10.4018/978-1-4666-8668-7.ch018

Chicago

Wiemelt, Joseph. "Critical Bilingual Leadership for Emergent Bilingual Students." In Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development, edited by Patriann Smith and Alex Kumi-Yeboah, 446-470. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8668-7.ch018

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Abstract

The overarching goal of this chapter is to examine and understand the role that school leadership plays in fostering the educational space where language and literacy development are central to the vision of a school community for emergent bilingual students. With this in mind, traditional school leadership theory and practice are insufficient to truly foster the culturally and linguistically responsive schools that are needed for emergent bilingual students. Therefore, this chapter presents critical bilingual leadership theory as an innovative conceptual framework aimed at answering this challenge. Drawing from transformative leadership and Latin@ critical race theory, this framework situates the role of equity-oriented leadership in the context of fostering language and literacy development for emergent bilingual students.

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