0.7 Gallegos, c., & Wise, d. (september 2011). leadership for  (Page 9/18)

Academic vocabulary development

In order to develop full English proficiency, including the ability to apply that knowledge for the purpose of academic learning, the acquisition of academic vocabulary and concepts is a necessity (Abedi, 2004; Bielenberg&Wong Fillmore, 2004/2005; Goldenberg&Coleman, 2010; Saunders&Goldenberg, 2010; Soto-Hinman&Hetzel, 2009; Marzano&Pickering, 2005; Zwiers, 2004/2005). Far too often, English learners get to the Intermediate level of language acquisition and do not progress beyond that point for years (Clark, 2009; Freeman&Freeman, 2002). As a result, these students continue to be classified as English learners for several years and do not achieve academic proficiency (Clark, 2009; Cummins, 1981; Freeman&Freeman, 2002; Lachat, 2004). While these students are able to converse well in English, they lack the academic language proficiency needed to fully participate in academic instruction at the level of rigor required to meet challenging academic standards (Bielenberg&Wong Fillmore, 2004/2005; Cummins, 1981). As a result, these students are left behind their peers and effectively locked out of the very educational opportunities that would support them in being full participants in an English-speaking society.

The most pressing issue is the fact that academic language is the language of text books and of academic achievement tests. Yet unlike social language that develops over time through repeated encounters that may be social in nature, academic language must be thoughtfully taught (Bielenberg&Wong Fillmore, 2004/2005; Dutro&Kinsella, 2010; Snow&Katz, 2010; Zwiers, 2004/2005). This type of instruction ensures comprehension of the concept and learning of the associated vocabulary (Krashen, 1981). In a society where such a heavy emphasis is placed on the results of academic achievement tests, knowledge of academic vocabulary and language structures is absolutely essential for student achievement and success (Abedi, 2004; Bielenberg&Wong Fillmore, 2004/2005; Cummins, 1981; Goldenberg&Coleman, 2010; Marzano&Pickering, 2005; Soto-Hinman&Hetzel, 2009; Zwiers, 2004/2005).

The relationship of leadership to learning

What role do leaders play in student learning? A number of studies have linked student achievement to effective school leadership. Marzano, Waters, and McNulty (2005) performed a meta-analysis involving hundreds of studies including nearly one and a half million students and identified 21 responsibilities of school leaders that contribute to increased student achievement. Two of the responsibilities with the highest correlation to learning, Knowledge of curriculum, instruction, and assessment and Participation in curriculum, instruction, and assessment combined are at the core of effective instructional leadership. Many of the other responsibilities link to these two.

Similarly, a number of other studies have found a relationship between effective leadership and learning. Leithwood and Walstrom (2008) identified many of the same traits as Marzano, Waters and McNulty (2005). Other studies found one or more leadership factors linked to student learning (Cotton, 1995; Fuhrman, Clune,&Elmore, 1988; Hallinger&Heck, 1996; Leithwood&Reihl, 2003; Levine,&Lezotte, 1990; Murphy&Louis, 1994; Ogawa&Bossert, 1995; Rosenholtz, 1985; Sammons, Hillman,&Mortimore, 1995; van de Grift&Houtveen, 1999). School leaders must know which effective leadership traits and practices contribute to student learning and make use of them in their daily work.