Empowering Bilingual Arabic Learners: A Qualitative Study of the Impact of Educational Leadership on Arabic Language Proficiency in US Immersion Programs

N

205

Bilingualism; Arabic; Immersion Programs; Bilingual Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Transformational Leadership; Inclusion; Equal Education; Educational Policy; Cultural Pluralism; Educational Practices; Language Proficiency; Program Administration; Program Effectiveness; Leadership Role; Student Attitudes; Teacher Attitudes; Administrator Attitudes; School Districts; Heritage Education; Faculty Development; Teacher Shortage; Administrator Education; Teacher Education Programs; Grade 4; Grade 5; Elementary School Students; Native Language

The academic success and language proficiency in Arabic of bilingual Arabic learners (BAL) in immersion programs have been limited by a lack of effective policies and practices that address the Arabic population's inclusive and equitable educational environment. This qualitative case study aims to provide insight into how academic leaders can develop policies and practices that better support BALs and teachers in the immersion program and whether these policies and practices could create an inclusive and equitable educational environment that values linguistic and cultural diversity. Research in the immersion program field is crucial to ensuring the program's effectiveness. Transformational leadership (TL) theory is related to school leaders' roles in supporting bilingual Arabic learners (BALs). Research questions addressed the best practices and policies educational leaders can implement to support the language development of BALs in their bilingual/immersion programs and what is the perception of bilingual Arabic educators and learners toward the bilingual programs. The study's population comprises bilingual Arabic learners, educators, and academic leaders in multicultural education. The sample, selected using purposive sampling, includes 20 bilingual Arabic learners, two educators, and three academic leaders from an Illinois urban school district, all with at least 3 years in bilingual programs, and with parental consent for learners. Qualitative methods in the form of questionnaires and interviews were employed. Findings revealed significant patterns, highlighting several challenges within the bilingual program that need attention from educational leaders and policymakers.

As Provided

2024

ED660181