Leadership Practices for Promoting Inclusive ESL Education: A Qualitative Inquiry at Primary School Level
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Nov 26, 2023
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Abstract
This qualitative inquiry explores leadership practices for promoting inclusive English as a Second Language (ESL) education in primary schools, focusing on the context of Karachi, Pakistan. Principals from a purposive sample of primary schools were interviewed to gain insights into their strategies, challenges, and perceptions of effectiveness in fostering ESL inclusivity. The study aligns with transformational and distributed leadership theories, emphasizing collaborative decision-making, positive school culture, and adaptability to contextual factors. Challenges identified include resource constraints and the need for ongoing professional development. Principals perceive the effectiveness of their practices through improved student engagement, academic performance, and increased cultural awareness. The findings contribute to the existing literature on educational leadership, ESL education, and inclusive schooling, offering valuable insights for policymakers, educators, and researchers aiming to enhance ESL inclusivity in primary schools. The study acknowledges its limitations and suggests avenues for future research to further enrich the understanding of effective leadership in diverse educational contexts.
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References
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Olorunsola, E. O., & Belo, F. A. (2018). Administrative Challenges and Principals' Managerial Effectiveness in Ogun State Public Secondary Schools. International Journal of Educational Administration and Policy Studies, 10(5), 48-55.
Or, M. H., & Berkovich, I. (2023). Participative decision making in schools in individualist and collectivist cultures: The micro-politics behind distributed leadership. Educational Management Administration & Leadership, 51(3), 533-553.
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Ryan, J. (2013). Promoting inclusive leadership in diverse schools. In International handbook of educational leadership and social (in) justice (pp. 359-380). Dordrecht: Springer Netherlands.
Szeto, E., Cheng, A. Y., & Sin, K. K. (2019). Challenges of difference and difficulty: how do principals enact different leadership for diverse student population in a changing Chinese school context?. International Journal of Leadership in Education, 22(5), 519-535.
Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646-688.
Vázquez-Vílchez, M., Garrido-Rosales, D., Pérez-Fernández, B., & Fernández-Oliveras, A. (2021). Using a cooperative educational game to promote pro-environmental engagement in future teachers. Education Sciences, 11(11), 691.
Zulkifly, N. A., Ismail, I. A., & Asimiran, S. (2023). Collegial and distributed leadership: two sides of the same coin?. International Journal of Leadership in Education, 26(3), 538-551.
Akram, H., & Yang, Y. (2021). A critical analysis of the weak implementation causes on educational policies in Pakistan. International Journal of Humanities and Innovation (IJHI), 4(1), 25-28.
Akram, H., Al-Adwan, A. S., Aslam, S., & Khan, M. I. (2021). Pedagogical practices and challenges in cultivating moral values: A qualitative study of primary school teachers in Pakistan. Education 3-13, 51(4), 607-619.
Akram, H., Raza, M., Jan, M. F., Aslam, S., & Nivin-Vargas, L. (2022). Identified leadership practices and teachers’ professional development in Karachi, Pakistan: the moderation effect of training. Education 3-13, 1-18.
Akram, H., Yang, Y., Ahmad, N., & Aslam, S. (2020). Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan. International Journal of English Linguistics, 10(6), 335-346.
Allan, G. (2020). Qualitative research. In Handbook for research students in the social sciences (pp. 177-189). Routledge.
Andleeb, N., Kamran, M., & Akram, H. (2022). Examination of the Demographic Variables in Promoting Creativity in Pakistan: A Follow-Up Study. International Journal of Business and Management Sciences, 3(2), 35-47.
Aziz, A. A., & Kashinathan, S. (2021). ESL learners’ challenges in speaking English in Malaysian classroom. Development, 10(2), 983-991.
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership.
Bhutto, J., and Ramzan. M. (2021). “ENGLISH: Verses of Quran, Gender Issues, Feminine Injustice, and Media Transmission - CDA of Pakistani Press Reports. Rahatulquloob 5 (2), 111-26. https://doi.org/10.51411/rahat.5.2.2021/316
Bešić, E. V. (2016). Theoretical review of the inclusive approach of the learning difficulties in the ESL classroom in Bosnia and Herzegovina. J-FLTAL, 69.
Chandran, Y., & Shah, P. M. (2019). Identifying learners’ difficulties in ESL reading comprehension. Creative Education, 10(13), 3372-3384.
Geletu, G. M. (2022). The effects of teachers’ professional and pedagogical competencies on implementing cooperative learning and enhancing students’ learning engagement and outcomes in science: Practices and changes. Cogent Education, 9(1), 2153434.
Ghulamuddin, N. J. A., Mohari, S. K. M., & Ariffin, K. (2021). Discovering writing difficulties of Malay ESL primary school level students. International Journal of Linguistics and Translation Studies, 2(1), 27-39.
Gómez-Leal, R., Holzer, A. A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2022). The relationship between emotional intelligence and leadership in school leaders: A systematic review. Cambridge Journal of Education, 52(1), 1-21.
Kelsey, I., Campuzano, C., & López, F. (2015). Inclusive leadership and English learners. Leadership for increasingly diverse schools, 82-100.
Khan, M.A., Ramzan, M.M., Dar, S R.(2017) Deconstruction of Ideological Discursivity in Pakistani Print Media Advertisements from CDA Perspective Erevna: The Journal of Linguistics and Literature,1(1),56-79.
Klosky, J. V., Gazmararian, J. A., Casimir, O., & Blake, S. C. (2022). Effects of Remote Education During the COVID‐19 Pandemic on Young Children's Learning and Academic Behavior in Georgia: Perceptions of Parents and School Administrators. Journal of School Health, 92(7), 656-664.
Lambrecht, J., Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M., & Spörer, N. (2022). The effect of school leadership on implementing inclusive education: How transformational and instructional leadership practices affect individualised education planning. International Journal of Inclusive Education, 26(9), 943-957.
Larson, A. L., Cycyk, L. M., Carta, J. J., Hammer, C. S., Baralt, M., Uchikoshi, Y., ... & Wood, C. (2020). A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly, 50, 157-178.
Lumban Gaol, N. T. (2023). School leadership in Indonesia: A systematic literature review. Educational Management Administration & Leadership, 51(4), 831-848.
Mainz, N., Shao, Z., Brysbaert, M., & Meyer, A. S. (2017). Vocabulary knowledge predicts lexical processing: Evidence from a group of participants with diverse educational backgrounds. Frontiers in Psychology, 8, 1164.
Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14, 186-194.
Nawaz, S., Aqeel, M., Ramzan,M., Rehman,M., Tanoli,Z.A.,(2021). Language Representation and Ideological Stance of Brahui in Comparison with Urdu and English Newspapers Headlines, Harf-O-Sukhan, 5(4) ,267-293.
Nanquil, L. M. (2021, June). Promoting Social and Emotional Well-Being of ESL Students through Engaging and Inclusive Environment. In Linguistic Forum-A Journal of Linguistics (Vol. 3, No. 2, pp. 15-19).
Noman, M., & Gurr, D. (2020). Contextual leadership and culture in education. In Oxford Research Encyclopedia of Education.
Olorunsola, E. O., & Belo, F. A. (2018). Administrative Challenges and Principals' Managerial Effectiveness in Ogun State Public Secondary Schools. International Journal of Educational Administration and Policy Studies, 10(5), 48-55.
Or, M. H., & Berkovich, I. (2023). Participative decision making in schools in individualist and collectivist cultures: The micro-politics behind distributed leadership. Educational Management Administration & Leadership, 51(3), 533-553.
Purwanto, A., Fahmi, K., & Sulaiman, A. (2023). Linking of Transformational Leadership, Learning Culture, Organizational Structure and School Innovation Capacity: CB SEM AMOS Analysis. Journal of Information Systems and Management (JISMA), 2(3), 1-8.
Ramzan, M.. et al. (2020) Comparative Pragmatic Study of Print media discourse in Balochistan newspapers headlines, Al-Burz, Volume 12, Issue 01,30-44.
Ramzan, M., Khan, M.A., (2019).CDA of Balochistan Newspapers Headlines- A Study of Nawabs’ Stereotyped Ideological Constructions. Annual Research Journal ‘Hankén’, XI, 27-41.
Ramzan, M. Qureshi, A.B., Samad, A. Sultan, N. (2021) Politics as Rhetoric: A Discourse Analysis of Selected Pakistani Politicians Press Statements. Humanities & Social Sciences Reviews, 9(3) ,1063-1070
Ramzan, M., Oteir, I., Khan, M. A., Al-Otaibi, A., & Malik, S. (2023). English learning motivation of ESL learners from ethnic, gender, and cultural perspectives in sustainable development goals. International Journal of English Language and Literature Studies, 12(3), 195-212.
Ramzan, M., Azmat, Z., Afsheen Khan, M., & Nisa, Z. un. (2023). Subject-Verb Agreement Errors in ESL Students’ Academic Writing: A Surface Taxonomy Approach. Linguistic Forum - A Journal of Linguistics, 5(2), 16–21. https://doi.org/10.53057/linfo/2023.5.2.3
Ryan, J. (2013). Promoting inclusive leadership in diverse schools. In International handbook of educational leadership and social (in) justice (pp. 359-380). Dordrecht: Springer Netherlands.
Szeto, E., Cheng, A. Y., & Sin, K. K. (2019). Challenges of difference and difficulty: how do principals enact different leadership for diverse student population in a changing Chinese school context?. International Journal of Leadership in Education, 22(5), 519-535.
Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47(4), 646-688.
Vázquez-Vílchez, M., Garrido-Rosales, D., Pérez-Fernández, B., & Fernández-Oliveras, A. (2021). Using a cooperative educational game to promote pro-environmental engagement in future teachers. Education Sciences, 11(11), 691.
Zulkifly, N. A., Ismail, I. A., & Asimiran, S. (2023). Collegial and distributed leadership: two sides of the same coin?. International Journal of Leadership in Education, 26(3), 538-551.