Enhancing English Language Proficiency Policies through Transformative Frameworks

Abstract

This Education Leadership Portfolio addresses the structural barriers posed by the English Language Proficiency (ELP) policy for multilingual international learners at the Harvard Extension School. Guided by Transformative Critical Responsiveness (TCR), the initiative aimed to foster greater equity and cultural responsiveness through evidence-based policy revision and organizational change. The project combined a literature review, peer institutional benchmarking, staff interviews, and the piloting of a redesigned ELP policy, culminating in a series of internal and external dissemination activities. The redesigned policy led to a substantial expansion in access, with over 900 additional students meeting ELP requirements in the policy’s first two years, and no decrease in academic success rates were observed. Staff feedback indicated ongoing needs for training, consistent evaluation, and holistic recognition of diverse language experiences. The findings underscore the importance of incorporating student voice, monitoring policy impacts on all affected groups, recalibrating assessment thresholds, and remaining responsive to emerging educational technologies. This portfolio demonstrates the transformative value of iterative, partnership-based leadership in creating more just and inclusive institutional practices.