Year: 2026
Type: article
Abstract: In this introduction to the special issue, we offer a conceptualization of bi- and multilingual opportunity to learn for children with disabilities in K–12 schools. Drawing upon the empirical articles featured in this special issue, we argue that bi- and multilingual opportunity to learn requires three essential components: (a) initial access to bilingual programs, (b) authentic access to bilingual learning, and (c) affirming beliefs about the capabilities of children with disabilities. When these three components are present in the education of multilingual children with disabilities, they are afforded learning environments and pedagogical practices that nurture their bi- and multilingual, academic, and socioemotional development.
Source: Bilingual Research Journal
Institutions: Lehigh University, University of New Mexico
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W7140318095