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Gwendolyn Williams, Auburn University, United StatesAbstract
Although the construct of culturally responsive leadership has been addressed in previous research (Khalifa, 2018), it lacks a clear focus on language. Accordingly, this presentation will explore research about the competencies that an effective school leader needs to be equipped to provide leadership and instructional guidance to classroom teachers and the multilingual students that they serve. Principals wield significant influence over the resources and policies that their schools adopt to address the instruction of their multilingual students (DeMatthews & Izquierda, 2020). Linguistically responsive leadership assures compliance with regulations that address the protection, instruction or assessment of multilingual learners (Bond, 2021). Principals are also responsible for ensuring that the instructional staff receive appropriate training and resources to provide meaningful instruction for multilingual students (Buniyan & McWilliams, 2019). Finally, leaders must be outwardly focused so that they can communicate with families and community members to advocate for multilingual students and plan for their future success through seeking equitable resources and opportunities (Phillips et al. 2022). This presentation will provide research based practical strategies for each area in order to build the competencies of linguistically responsive school leaders to provide a cohesive framework of what linguistically responsive leadership entails.
Paper Information
Conference: IICE2026Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Published: Tuesday October 14, 2025
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