ABSTRACT
This chapter begins by contextualizing the current state of schools, briefly explaining the policies and practices that have contributed to the marginalization of multilingual learners (MLs) in schools. It presents case studies of two school leaders in highly restrictive language policy contexts, illustrating that culturally and linguistically diverse (CLD) leadership for MLs is achievable regardless of setting. US schools have experienced an increase of MLs' enrollment in schools. The chapter describes the context of language policy and CLD leaders as interpreters and implementors of policies that omit the intersectional experiences and voices of students most affected. Educators placed Josefa in an English language development class and she received pullout services for speech, special education, and at-risk intervention classes. Many students placed in designated English language development classrooms relate to Josefa’s experiences. They dislike being pulled out and being labeled.
