Seebach, C. E. (2023). A Phenomenological Multiple Case Study of School District Leaders Supervising English Language Learner/Multilingual Services on Long Island, New York (Doctoral dissertation, St. John's University (New York)).
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Advocacy 
Advocacy and research in the field of SLA, TESOL, and bilingual education supports decision making to create boundaries of compliance to protect the rights of ELLs/MLs and support their success at a high standard. The education policies and compliance are the scaffold to which LEA must comply with to receive funding. The compliance of such educational policies is due to research and advocacy which enhances the success of our ELL/ML students. When an SDL of ELL/ML services, students, teachers, parents, and other stakeholders steward this are setting up for high achievement and success. Advocacy for ELLs means promoting the benefits of multilingualism in our society and crusading ELLs in the United States. It encompasses acting on behalf of ELLs both inside and outside the classroom and working for ELLs’ equitable and excellent education by taking appropriate actions on their behalf, and their families, who have not yet developed a strong voice in their education (Staehr Fenner, 2013). Once again, the NYS Blueprint is a result of ELL/ML advocacy and has designed compliance that sets high standards, maximizes instruction, and protects the civil rights of ELLs/MLs (NYSED, n.d.-a). The National Education Association (NEA) has detailed a Framework for the Advocacy of ELLs. Its tenants are: The Need, Action, Curriculum Access and Language Rights, Educator Training and Preparation, Partnering with Families and Communities, Fair School Funding, and other Advocacy Strategies (Bradshaw et al., 2013). This study examines how school district leaders can transform asset-based, collaborative, and inclusive learning opportunities and services for ELLs/MLs.

Best Practices: Leadership and Instruction of ELLs/MLs 
Through this study, I sought to confirm that Culturally Responsive School Leadership (CRSL) is a highly effective leadership best practice that SDLs of ELL/ML service can nurture and manifest in their school district and community. Multilingual leaders like them are in the field of SLA. SLA theory, and discipline of nature, development, and proficiency of a second language (L2)/target language (TL) are one of the main foci in their practices. SLA is the study of how second, or new, languages are learned. It is the study of how learners create a new language system with only limited exposure to a second language. SLA assesses and explains why most second language learners do not achieve the same degree of proficiency in a second language as they do in their native language; it is also the study of why only some learners appear to achieve native-like proficiency in more than one language. Moreover, the study of SLA draws from, but is not limited to linguistics, psychology, psycholinguistics, sociology, sociolinguistics, discourse analysis, conversational analysis, and education (De Angelis & Selinker, 2001). In the late 1960s, authors began to draw on a variety of fields of teaching and learning such as linguistics, language teaching, sociology and psychology which created a process based on gathering research and theory building. In the late 1980s, there was a boom in English language teaching worldwide. That is, ESL and English as a foreign language. Two overarching, yet somewhat contradictory catalysts for SLA research remain today. One challenge that teachers of ELLs face is whether learning a new language is as natural as learning the first language, also whether learning a new language requires different thought processes and instructional methodology (Macaro & Lee, 2013). The Common Core Learning Standards have shifted to Next Generation Learning Standards. Instructional delivery of ELLs has been modified with a focus on both language and content objectives. The instruction of ELLs has also been modified by the staffing of teachers being certified in their content area, and TESOL K–12. Also, the staffing of cotaught classrooms, which is also called integrated instruction delivery.

Instruction can begin with teacher-initiated, directive instructional strategy, approach, or method. The teacher responds to students because of gathering and interpreting evidence of comprehension. Student performance data collection drives further instruction. A teacher may facilitate an instructional approach. This is the way in which you will approach the objective you are teaching (Heritage & Heritage, 2013). The teacher may use a specific instructional method as they decide how they will deliver instruction.
NYSED has changed the requirements for ELLs/MLs instruction. Instead of the former language proficiencies, Beginner Intermediate, Advanced, Proficient; language progressions are Entering, Emerging, Transitioning, Expanding, Commanding. There is also a fast track for non-TESOL certified teachers to get a TESOL extension. Yet the opposite is not true for TESOL certified teachers to be on a fast track for math, social studies, ELA, or elementary certification extension. Giving non-TESOL certified teachers an opportunity to earn 15 credits in TESOL is not an effective staffing strategy.

Compliance
In this study, the phrase compliance implies complying with state education department commissioner’s regulations ensures that funding continues to be provided to school districts as they uphold ESSA. CR Part 154 holds all school districts are required to adopt a policy on the education of ELLs, plan and provide appropriate services for them, and evaluate and report their academic achievement (NYSED, 2019b).
In my research design of this current study, I linked the theoretical framework, CRSL, to this study’s conceptual framework as it supports the realms in which an SDL of ELL/ML services encourages the need for their school district, moreover our society, to understand and embrace ELLs/MLs as they are assets to our education system. TESOL methods, approaches and technique are all just good teaching. It is a universal design. Advocates have worked diligently, and educational stakeholders and decision makers have listened. Their dialogue and symbiosis have been the foundation for CR Part 154 compliance guidelines.