| The purpose of this study was to identify the characteristics and practices of reputably effective principals of Dual Language Immersion Programs and how they specifically support and sustain these productive programs at their school sites. Additionally, the study sought to explore how the principals of Dual Language Immersion Programs promote a climate of bilingualism and cross-cultural understanding within their school communities. A qualitative case study was conducted in two school districts in California where Dual Language Immersion Programs have been successfully implemented across multiple sites. The findings were gathered through extensive individual interviews with principals, teachers, and district-level administrators in each district.;Three broad themes surfaced from the data. The first theme was that principals of Dual Language Immersion Programs are made of courage. They are called to be steadfast visionaries, an upholder of high expectations, and a risk taker. The second theme that emerged was that principals of Dual Language Immersion Programs must consciously connect with others and connect people together. They must possess an inclusive mindset, bridge two differing worlds together, and partner with parents. The third theme looked at the context in which the principals worked, examining the administrative support, professional development, resources, and connections their respective districts offered. The findings of this study revealed that while principals of Dual Language Immersion Programs simultaneously employ the tenets of both transformational and instructional leadership, they also depend on working with district partners, parents, and all of the school staff to create a cohesive environment where all students can thrive. |
