Bilingual, Multilingual, and Multicultural Education Commons^™

Investigating Bilingual Aac Practices In Bilingual Communities, Johanna R. Salisbury

Masters Theses

This thesis investigates best practices for teaching and supporting bilingual augmentative and alternative communication (AAC) users as they develop their communication skills. Although there are guidelines that inform best practices for teaching and supporting bilingual AAC users, there is very little information on what these practices look like. This thesis investigates the techniques and strategies that bilingual speech-language pathologists (SLPs) who practice in Catalunya, a bilingual community in northeastern Spain, use to evaluate, teach, and support people who use pictogram-based AAC modalities to communicate.

To do this, six SLPs who practice in Catalunya participated in interviews regarding their practices when …

Examining Parents Who Are English Language Learners With Reading Difficulties: Their Experiences Of Their Diverse Children's Literacy Learning, Ellen Ho

Doctoral Dissertations

Insufficient parental support can cause English language learners (ELLs) with reading difficulties (RD) to drop out from school. Students with RD might result from genetic influences. Their parents who also have RD may be less involved in children's education. Understanding diverse parents' experiences can help promote their motivation of parent involvement. According to the previous studies, parent involvement is a major indicator of their children's academic achievements. Therefore, knowing the needs of ELL parents with RD can lead to identifying ways to support such parents, and eventually alleviate the national crisis of dropout rates for ELLs with/ without RD. However, …

Defining Inclusion: Surveying Educator Perceptions And Practices In Chile, Christina A. Bosch

Doctoral Dissertations

Despite earlier attempts to arrive at unified theories or conceptualizations, the international literature on inclusive education has increasingly documented the proliferation of operationalizations of inclusion in and even within single instances of policy, research, and practice, and called for further scholarly attention to such subjectivity. Specifically, there is a dearth of international research linking definitions to perceptions to practices within special and/or inclusive education, and findings on the efficacy of interventions to promote inclusive education practices in Spanish-speaking contexts or literature are similarly sparse. This study investigates how Latinx educators in K-12 schools conceptualize and practice inclusion with respect to …