School Principals and English Language Learners in New York City: Language Program Selection and the Role of Language Ideologie

Academic research on English Language Learner (ELL) program effectiveness concludes that ELLs in bilingual programs academically outperform ELLs in English-only programs. However, the vast majority of ELLs (over 80%) in the U.S. receive instruction in English-only programs. Principals in the U.S. are responsible for the implementation of school level policies, and researchers have argued that in NYC principals practically decide the kind of educational program made available for ELLs; which may be considered a contributing factor to the discrepancy of having the majority of students receiving instruction via the least effective option. This study explores how language ideologies influence principals' decision-making of ELL programs. The major research questions guiding this study are: 1) What are the language ideologies of principals in schools with ELLs? 2) Is there a relationship between the principals' language ideologies and language program selection? and 3) What organizational factors influence principals' decision-making regarding language program selection?;This study identifies three distinct language ideologies, 1) Resource Instrumental Mobility, 2) Resource Integrative Democratic, and 3) Language as Problem. While these ideologies are distinct, nuanced, and identifiable, they are not mutually exclusive as many principals exhibited a combination of ideologies with one being more dominant. The organizational factors that principals identified as important in their decision-making regarding language program selection ultimately did not seem to determine their choices. However, organizational factors pointed to different levels of difficulty, and a lack of support, in opening and sustaining different programs. The major influencer in most principals' program selection was their language ideology. Furthermore, a connection was found between the principals' language ideologies and their familiarity with academic research on ELL program effectiveness.;The abovementioned findings point to the need to ensure that principals are thoroughly knowledgeable about the academic research on ELL program effectiveness which, in turn, affects their ideologies and ultimately their program selections. They also demonstrate the importance of supporting principals at levels proportionate to the amount of work their ELL programs require in order to be successful.