Arizona and California Special Education Teachers on Their Readiness to Work With Dual Language Learners: Re-Centering Social Justice in Special Education
Year: 2021
Type: article
Study design: Observational Study
Abstract: The number of dual language learners (DLLs) attending public schools across the nation has increased dramatically over the last three decades, resulting in more students dually classified as having a disability and being a DLL.The preparation of special education teachers (SETs) to work at the intersection of ability and linguistic difference is a critical social justice issue.This survey study used sociocultural theory to theorize and frame Arizona and California SETs' self-reported readiness to work with DLLs.SETs described much less opportunity to work with DLLs in their preservice programs than they encountered in their SET practice.Consequently, they described (a) limited knowledge of how to use DLLs' native language as an instructional resource, (b) teaching about rather than through culture, and (c) challenges related to DLL diversity and differentiating between disability and language acquisition.Findings speak to a dire need to center intersectional approaches in SET preparation in order to use special education as an equity tool.
Authors: Taucia González, Irina Okhremtchouk, Marco Esposito
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3172526610