Transformative leadership: A comparative case study in three established dual language programs

This study focused on the role of leadership in sustaining dual language programs over time. As dual language has become an increasingly popular form of bilingual education, how to sustain these programs beyond the initial implementation phase is an important consideration. Dual language education promotes full bilingualism, biliteracy, and multicultural understandings for language minority and majority speakers (Torres-Guzman, 2002; Freedman, et al., 2005; Perez, 2004). These programs provide students expanded academic and linguistic opportunities. How leadership is developed and promoted is critical in supporting the goals of the program.;This study used qualitative methods through a comparative case study of leadership in three Spanish/English dual language programs in New York City. Over the course of an academic year data were gathered through thirty-four interviews and 200 plus hours of observations of principals and teachers. The following research questions guided the study: (1) In what ways do principals in dual language programs establish learning communities? (2) How does the dual language leadership support language and culture in the school community? (3) What challenges do leaders face that compromise the sustainability of a dual language program? (4) In dual language programs, what if any, are the ways that leadership is transformative?;The study revealed that in these three programs leadership that supports the sustainability of a dual language program is grounded in a unified mission, collaboration, trust and flexibility among principals and teachers. Language and culture are constantly prioritized and supported by administrators, teachers and families for the expanded opportunities they provide. Challenges arise through external mandates and the failure of the larger society to support the value of the minority language.;These programs demonstrated that leadership must be transformative in that it must build on the collective commitment of teachers and principals working to support full bilingualism, biliteracy and multicultural understandings over time. Each program sustained itself for its ten or more year history through reflection, collaboration, and commitment to ensure the program's goals. This commitment supported each dual language program to be flexible and able to adapt to the ever changing context of their school communities.