Bilingual education: selected principals' experiences with programs at their schools

Principals in school districts throughout the United States have seen an increase in the number of English Language Learner (ELL) students entering their schools. ELL students continue to be the fastest growing student population in many school districts throughout the United States. This has a dramatic impact on the work of school principals in that, historically, ELL students have the highest high school dropout rates and have been consistently under performing in terms of academic achievement. There currently exists a plethora of different ELL programs aimed at addressing the academic needs of ELL students. However, there exists little or no research on the experiences of school principals with bilingual educational programs. This study examined the experiences of school principals with bilingual educational programs for their ELL student populations. More specifically, I examined the challenges and successes principals experienced with their bilingual educational programs. This study found that there are several factors that influence a principal’s experience with bilingual programs as well as multiple challenges as well. Furthermore, this study found that there is a tremendous amount of autonomy for principals in working with their bilingual educational programs. In order for principals to experience success with their bilingual educational programs they must adequately address their ELL student population’s needs. This can be accomplished by being aware of the research on bilingual programs. In addition, principals must address the deficit thinking that exists in their respective schools as it relates to their ELL students. Finally, principals must work hard to increase the level of parental involvement in their schools to adequately address and meet the needs of their ELL student populations