The Understanding,Interpretation, and Implementation of English Learner Policies by Minnesota Principals

Abstract

This study investigated the role of school principal in the provision of educational services to English Learner (EL) students and examined principal understanding and implementation of language policies and practices. In addition, the study sought to understand the professional development needs and the opportunities in which principals have participated to increase their knowledge of EL education. This study collected survey data and interview data concerning principal knowledge of state and federal guidelines, principal beliefs about educating ELs, program models and services, and professional development related to the education of ELs. Findings from this study show that principals had very limited knowledge of state and federal EL guidelines, and EL policies were not a large contributing factor when developing EL programs at their schools. This study also revealed discrepancies between what principals report to believe about the education of ELs and the implementation of services in their schools. Areas of divergence include provision of professional development, use of native language in programming, and the implementation of co-teaching models of instruction. The findings suggest the need for systematic professional development for principals specific to EL education such as: EL policy and practice, program model options, language acquisition theory, and classroom instructional practices. Strategies and perspectives focused on race and equity alone are not enough to meet the educational needs of EL students.