Chapter 14: Assuring ELLs’ Place In The Learning Community: Leadership for Inclusive ESL

School leaders have been called the “single most important factor in the effectiveness of a program for ELLs [English language learners]” (Hamayan & Freeman, 2006, p. x). To have the impact implied by this assertion, they must be well-informed about what constitutes quality education for ELLs, committed to ELLs’ equitable education, and visionary about how such goals can effectively and realistically be implemented in their specific school context. The two school leaders whose actions are highlighted in this chapter were just such leaders: knowledgeable, committed, and visionary about possibilities for ELLs in their schools.

This chapter does not focus on the schools’ restructuring decisions or designs. Rather we describe each school’s inclusive service delivery to provide context. Prior to inclusive reform, both operated a pull-out English as a second language (ESL) program where ELLs were removed from general classrooms for 30-70 minutes each day. Restructuring was initiated to create inclusive ESL services within the general classroom.