This article examines how a dual language program can be developed within the framework of social justice leadership. The authors analyzed principal, teacher, and parent interview transcripts as well as field notes and key documents to understand the role of school leadership in creating inclusive dual language programs to close the Latina/o–White achievement gap. Findings suggest the importance of family–teacher support, multiple stakeholder perspectives, teacher recruitment, and ongoing professional development and program evaluation.
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DeMatthews et al. (2016) studied this question.
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