Addressing Linguistic Bias Using Culturally Responsive Leadership to Develop a Language Friendly School
This Dissertation in Practice (DiP) seeks to address the Problem of Practice (PoP) that is linguistic bias at Pleasant Valley Secondary School (PVSS), (a pseudonym). In my experience as a teacher and a sociolinguist in a micro-level leadership position at PVSS, I have identified linguistic bias as an equity issue negatively impacting student achievement because of the effect this subconscious bias is having on assessment and evaluation of students whose language usage varies from the dominant sociolect or expected status quo. This DiP poses and describes the problem of linguistic bias within the context of PVSS, a high school in a traditionally middle-upper class neighbourhood in a large urban area in southern Ontario. This paper discusses the PoP and its causes and related issues as it pertains to, equity, student achievement, and staff feelings of safety. This is followed by a discussion of a leadership-focused vision for change and a variety of potentially leadership approaches that may be suitable for leading change at PVSS. Finally, potential solutions are presented with the chosen one discussed with regards to implementation, communication, and monitoring and evaluation planning. Next steps and potential future directions are offered based on the expected outcomes of this change programme.
linguistic bias, culturally responsive leadership and pedagogy, language friendly school
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