Open Access. Powered by Scholars. Published by Universities.®

Bilingual, Multilingual, and Multicultural Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Journal of Multilingual Education Research

Culturally and linguistically diverse

Articles 1 - 2 of 2

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Dual Language Program Meets Integrated Collaborative Teaching, Bethany Hatheway, Deborah Shea, Monica Winslow Feb 2016

Dual Language Program Meets Integrated Collaborative Teaching, Bethany Hatheway, Deborah Shea, Monica Winslow

Journal of Multilingual Education Research

This article proposes combining dual language programs with integrated collaborative teaching classrooms since both English language learners and special education students use many of the same teaching strategies and because there is a growing culturally and linguistically diverse population and shortage of bilingual special educators. Literature from peer reviewed journals and early childhood education publications support the idea with data from successful dual language programs. In addition, interviews conducted with teachers and principals in current dual language programs (DLP) and integrated collaborative teaching (ICT) classrooms give practical ideas and strategies for running such programs. We also explore how such a ...


The Development Of The Bilingual Special Education Field: Major Issues, Accomplishments, Future Directions, And Recommendations, Chun Zhang, Su-Je Choh Aug 2014

The Development Of The Bilingual Special Education Field: Major Issues, Accomplishments, Future Directions, And Recommendations, Chun Zhang, Su-Je Choh

Journal of Multilingual Education Research

In this paper, we review various challenges in regard to educating children with and without disabilities from culturally and linguistically diverse (CLD) backgrounds. The challenges discussed include (1) biased assessment that results in mis- or overrepresenting CLD students in special education, (2) difficulty distinguishing between disability and differences, and (3) lack of competent bilingual special educators. As recommended practices, we propose to use the response to intervention model in identifying and instructing CLD children with and without disabilities. We point out that future research should examine how collaborative service delivery models contribute to referrals of CLD children into special education ...