More Bilingual Programs, No Matter What
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| Title: | More Bilingual Programs, No Matter What |
|---|---|
| Language: | English |
| Authors: | Pedro J. De La Cruz Albizu (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2025 28(1):65-76. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Bilingual Education, Educational Policy, Administrative Organization, Administrator Role, English Learners, Beginning Principals, Educational Practices |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1177/15554589241296406 |
| ISSN: | 1555-4589 |
| Abstract: | Since 2011, the New York City (NYC) Department of Education (DOE) has engaged in a campaign to increase the number of bilingual programs it offers. This case presents the experiences of a principal who was asked by her superintendent to open a new Dual Language program. Having been a principal for only 1 year, and with little expertise about English Language Learner compliance and instruction, the principal engaged in a learning process that illuminated significant complexities not just about bilingual education policy, but also about the DOE's bureaucracy, policy implementation in NYC, and the ambiguity of the principalship. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468248 |
| Database: | ERIC |
| Abstract: | Since 2011, the New York City (NYC) Department of Education (DOE) has engaged in a campaign to increase the number of bilingual programs it offers. This case presents the experiences of a principal who was asked by her superintendent to open a new Dual Language program. Having been a principal for only 1 year, and with little expertise about English Language Learner compliance and instruction, the principal engaged in a learning process that illuminated significant complexities not just about bilingual education policy, but also about the DOE's bureaucracy, policy implementation in NYC, and the ambiguity of the principalship. |
|---|---|
| ISSN: | 1555-4589 |
| DOI: | 10.1177/15554589241296406 |
