Equity Leadership for English Learners During COVID–19: Early Lessons
Lavadenz, M., Kaminski, L. R. G., Armas, E. G., & López, G. V. (2021). Equity Leadership for English Learners During COVID-19: Early Lessons. Frontiers in Education. https://doi.org/10.3389/feduc.2021.636281.
Abstract
This article provides findings from an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, the researchers posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? The authors gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). They also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, the authors conceptualized the Equity Leadership for English Learners Framework consisting of the following components to address the needs of this underserved population: (1) Personal and Collective Leadership Commitment, (2) Pedagogies of Equity, (3) Professional Development), (4) Families as Leaders & Partners, (5) Equity Partners, and (6) Differentiated Resources. The authors conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.
