Contention between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

Autor/in	Lopes-Murphy, Solange A.
Titel	Contention between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 13 (2020) 1, S.43-56 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lopes-Murphy, Solange A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Bilingualism; Students with Disabilities; English (Second Language); Second Language Learning; Second Language Instruction; Special Education; Student Needs; Barriers; Interpersonal Competence; Academic Achievement; Multilingualism; Public Schools; Student Evaluation; Disproportionate Representation; Cooperation; School Personnel; Teaching Methods; Classroom Techniques; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Bilingualismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Interpersonale Kompetenz; Schulleistung; Mehrsprachigkeit; Multilingualismus; Public school; Öffentliche Schule; Schulnote; Studentische Bewertung; Co-operation; Kooperation; Schulpersonal; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung
Abstract	The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals' understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students' diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01