Collaborative Leadership for Linguistic Inclusion: A Study on the Role of School Leadership Teams
Keywords:
School Leadership Teams (SLTs), English Language Learners (ELLs), Collaborative Practices, Educational LeadershipAbstract
This integrative literature review explores the role of School Leadership Teams (SLTs) in meeting the distinctive needs of English Language Learners (ELLs). Drawing from a synthesis of existing research, the study identifies consistent findings across multiple studies. Effective SLTs, characterized by collaboration, demonstrate a positive impact on ELL support, enhancing interventions and addressing language proficiency gaps. Collaborative practices within SLTs play a crucial role, fostering inclusive decision-making processes that promote a shared understanding of ELLs' unique needs and contribute to a collaborative school culture. Cultural competence within SLTs emerges as a critical factor, enabling teams to better address the diverse backgrounds of ELLs by actively integrating culturally responsive approaches. However, the study identifies a notable research gap, emphasizing the scarcity of studies dedicated to exploring nuanced ways SLTs specifically address the needs of ELLs. Future empirical research is warranted to delve deeper into these mechanisms and contribute to a more comprehensive understanding of how SLTs can effectively support ELLs and enhance their academic success. Addressing these gaps is crucial for refining educational strategies and fostering equitable learning environments.
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