Multilingual Education: Multilingual Immigrant Deaf Students in American Schools

Multilingual Education: Multilingual Immigrant Deaf Students in American Schools

Millicent Malinda Musyoka
Copyright: © 2022 |Pages: 22
DOI: 10.4018/978-1-7998-7404-1.ch004
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Abstract

The US government continues to ensure education access for all students. Like its predecessor, NCLB, ESSA takes an interest in the success of immigrant students. Under ESSA, federal funds from Title I support low-income children and Title III for English learners and immigrant students. But there is a unique group of immigrant students, the immigrant multilingual deaf learner (IMDL). Despite the provision of law, the intersections of disabilities, being deaf, immigrant, and multilingualism pose more unique challenges that continue to create a dilemma for both classroom teachers, teacher educators, and administrators. This chapter focuses on multilingualism, multilingual education, and the IMDL.
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Immigrant Learners In The Us

Immigrant learners’ populations in the United States include foreign-born and US-born to immigrant parents, including refugees and adopters. Earlier immigrants to the US came from European countries, but recent studies have identified a shift, now coming from 10 countries: Mexico, India, Canada, Philippines, China, Korea, Russia, Dominican Republic, Vietnam, Columbia, and Haiti (Capps et al., 2005). Immigrants from these countries have gradually increased to more than 42 million immigrants, almost 13% of the US population (Batalova & Zong, 2015). According to Batalova and Zong (2015), 17.5 million children under 18 in the United States are immigrant children. Passel (2011) projected this number to increase to 33.3 million by 2050.

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