Inclusive Leadership and English Learners

We begin this chapter by detailing the current context of schools, briefly explaining the hegemonic policies and practices that have contributed to the marginalization of ELs in schools. We then summarize the research literature that offers evidence favoring inclusive views of ELs. Finally, we detail the tenets of inclusive leadership for ELs using Ylimaki’s (2011, 2012, 2014) framework for critical curriculum leadership. We apply this framework to case studies of two actual school leaders in otherwise highly restrictive contexts, which illustrate that inclusive leadership for ELs can occur regardless of setting.