2025 MABE Dual Language Bilingual Education Conference

Dual language (DL) programs are highly specialized. In Massachusetts, educators providing instruction in the partner language within a bilingual education setting are required to obtain the bilingual education endorsement (BEE); however, there is not a licensure requirement specific to dual language practices for school leaders. The problem is some principals in the Commonwealth of Massachusetts do not have an understanding of bilingual education practices due to a lack of training. The purpose of this qualitative case study is to explore the perceived challenges principals face in fulfilling their responsibilities to oversee bilingual education programs without standardized training. There is a gap in the literature pertaining to leadership competency recommendations for overseeing dual language programs. Servant leadership theory provides the theoretical framework for the study. Research questions include what the challenges of leading DL programs without standardized training in bilingual education in Massachusetts, how are leaders obtaining the competencies necessary to lead bilingual programs, and what gaps exist in leadership competencies specific to bilingual education programs. The target population is the 59 current dual language principals in Massachusetts who do not hold the BEE. All participants who satisfy the inclusion criteria will be invited to complete an electronic open-ended questionnaire. Simple random sampling will be used to select a sample of 15. Creswell and Poth’s data spiral will be used for data analysis.
Keywords: bilingual education, dual language, leadership, Massachusetts, principals