This label refers to Dual-Identified students, that is, students that are both legally identified as English learners and recipients of special education. With this label we want to embrace an assets-based perspective and focus on the person first.
Published in Chapter:
Mind the Gatekeepers: A Critical Look at Access to Dual Language Education for Students With Disabilities
Eduardo R. Muñoz-Muñoz (San José State University, USA), Matthew Love (San José State University, USA), Marcella Cardoza McCollum (San José State University, USA), Rebecca A. Cruz (Johns Hopkins University, USA), Danielle Umaña (San José State University, USA), and Candice R. Nance (San José State University, USA)
Copyright: © 2022
|Pages: 24
DOI: 10.4018/978-1-7998-9043-0.ch001
Abstract
This chapter focuses on inclusive access to dual language immersion (DLI) programs and the obstacles that emergent bilinguals with disabilities (EBWDs) and their families encounter to enter the programs and remain in them. Focusing on California's context, this chapter discusses educators' legal framework and experiences in multiple positions related to decision making and the provision of services in the EBwDs' learning trajectories. The authors argue for a multilevel reframing of local and state policy, educator preparation, resource allocation, and family engagement based on current research findings. Notably, this chapter calls for a critical examination of the dual language purposes and assumptions. In order to support current educators providing instruction to multilingual students, there must be evidence about effective practices and, most importantly, detailed and formalized guidance on how to implement those practices.