Addressing the Needs of Nonmainstream Dialect Speakers with Learning Disabilities

Autor/inn/en	Gatlin-Nash, Brandy; Chow, Jason C.; Evans, Imani
Titel	Addressing the Needs of Nonmainstream Dialect Speakers with Learning Disabilities
Quelle	In: Intervention in School and Clinic, 59 (2023) 1, S.20-28 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gatlin-Nash, Brandy) ORCID (Chow, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221130066
Schlagwörter	Students with Disabilities; Learning Disabilities; Student Needs; Dialects; Teacher Competencies; Teacher Education Programs; Reading Instruction; Methods Courses; Language Acquisition; Beginning Teachers; Theories; Interdisciplinary Approach; Black Dialects; Teacher Role; Teacher Educators; Language Variation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Dialect; Dialekt; Lehrkunst; Leseunterricht; Methodisch-didaktische Anleitung; Sprachaneignung; Spracherwerb; Junior teacher; Junglehrer; Theory; Theorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Sprachenvielfalt
Abstract	Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educators can support novice teachers in addressing the needs of NMAE speakers with or at risk for learning disabilities. This article focuses on four core recommendations that teacher educators and other practitioners can learn from and apply in teacher preparation coursework to support the learning outcomes and needs of NMAE dialect speakers. These are (a) basic instruction on and descriptions of language variation in reading methods courses, (b) addressing language variation within the core areas of language development, (c) guidance for novice teachers to critically examine reading and literacy theories to plan instruction, and (d) collaboration across disciplines to encourage interdisciplinary partnerships with other school personnel. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01