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Bilingual, Multilingual, and Multicultural Education Commons

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

Jmer: Publication Description & Guidelines For Submission Feb 2016

Jmer: Publication Description & Guidelines For Submission

Journal of Multilingual Education Research

The description of the Journal of Multilingual Education Research and the Guidelines for Submission are provided.


Notes On Contributors To This Issue, Diane Rodríguez Feb 2016

Notes On Contributors To This Issue, Diane Rodríguez

Journal of Multilingual Education Research

Biographical information on the authors in JMER, Volume 6, 2015.


English Language Learners: Differentiating Between Language Acquisition And Learning Disabilities, Patricia Martínez- Álvarez Feb 2016

English Language Learners: Differentiating Between Language Acquisition And Learning Disabilities, Patricia Martínez- Álvarez

Journal of Multilingual Education Research

No abstract provided.


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 ...


Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault Feb 2016

Disentangling Language Differences From Disability: A Case Study Of District-Preservice Collaboration, Julie Esparza Brown, Phyllis Campbell Ault

Journal of Multilingual Education Research

Identifying which K-12 English Learners (ELs) should receive special education services has historically been challenging and fraught with error. Educators are commonly puzzled as to whether an EL student’s academic difficulties are the result of insufficient academic English language, inappropriate instruction, or an intrinsic learning disability. This article examines the influence of a university–district partnership designed to prepare bilingual/bicultural special educators with specific skills and knowledge in disentangling language difference from disability. A unique aspect of the program was that these “BiSped” educators were mostly bilingual, bicultural paraprofessionals in their schools. This feature of the program recognized ...


Understanding Parental Engagement In Hispanic Mothers Of Children With Autism Spectrum Disorder: Application Of A Process-Model Of Cultural Competence, Elizabeth Ijalba Feb 2016

Understanding Parental Engagement In Hispanic Mothers Of Children With Autism Spectrum Disorder: Application Of A Process-Model Of Cultural Competence, Elizabeth Ijalba

Journal of Multilingual Education Research

In this study the LEARN process-model of cultural competence was applied with three Hispanic immigrant mothers of children with autism spectrum disorder (ASD). Two main arguments were investigated. 1) The influence of cultural beliefs on mothers’ engagement in their children’s education at home. 2) The inclusion of mothers’ cultural beliefs about disability in education plans for their children. This study was contextualized through a review of the literature on cultural competence and traditional cultural beliefs on understanding disability in many Hispanic immigrant families. Results showed that mothers’ parental beliefs about disability influenced how they engaged in their children’s ...


Survey Of Educator Attitude Regarding Inclusive Education Within A Southern Arizona School District, Bradford Harkins, Todd Fletcher Feb 2016

Survey Of Educator Attitude Regarding Inclusive Education Within A Southern Arizona School District, Bradford Harkins, Todd Fletcher

Journal of Multilingual Education Research

Inclusive Education for students with special educational needs is a global phenomenon, a major event of momentous proportions affecting directly and indirectly a significant percentage of the world’s population. In response to international and national mandates requiring its implementation, educators everywhere are engaged in the daily task of providing educational services within inclusive general education classroom settings. It is expected that inclusion in the United States will become more prevalent in classrooms across the nation over the next ten years due to progressively more stringent federal and state mandates. In order for inclusion to result in adequate yearly progress ...


Trends And Issues In Bilingual Special Education Teacher Preparation: A Literature Review, Peishi Wang, Sara B. Woolf Feb 2016

Trends And Issues In Bilingual Special Education Teacher Preparation: A Literature Review, Peishi Wang, Sara B. Woolf

Journal of Multilingual Education Research

Teachers represent the largest school impact on student learning, yet the national professional teacher workforce has been described as inadequately prepared to meet the academic, linguistic, social, and other educational needs of the majority of the nation’s public school student population. Moreover, youngsters from diverse linguistic, cultural, and ability backgrounds continue to be overrepresented in specialized school settings. These interrelated phenomena are influenced by multiple complex sociocultural and other factors (i.e., historical, economic, political). Among these are reported steady growth in the population and enrollment of students from non-English speaking, diverse cultural backgrounds in the nation’s public ...


Reframing Venerable Standpoints About Language And Learning Differences: The Need For Research On The Literate Lives Of Latina/O Language Minority Students, Taucia González, Alfredo J. Artiles Feb 2016

Reframing Venerable Standpoints About Language And Learning Differences: The Need For Research On The Literate Lives Of Latina/O Language Minority Students, Taucia González, Alfredo J. Artiles

Journal of Multilingual Education Research

Despite the empirical attention that has been devoted to Latinas/os, language minority (LM) students, and students with learning disabilities (LD) as three separate subgroups, limited attention has been given to Latina/o students that fall into both LM and LD student categories. The literacy experiences of students living at the intersection of ethnic, language, and ability differences have been under-examined. This article calls for new insights into the literate lives of Latina/o LMs with LD, and posits that reframing cognitive models of literacy, sociocultural approaches, and resource pedagogies can offer a more comprehensive view of literacy and population ...


Bilingual Special Education: Investigating And Implementing Evidence-Based Practices In Schools, Diane Rodríguez Feb 2016

Bilingual Special Education: Investigating And Implementing Evidence-Based Practices In Schools, Diane Rodríguez

Journal of Multilingual Education Research

Bilingual special education continues to be an important field to explore and understand in order to improve services for diverse students. The main goal of this special issue is to shed needed light on teaching and research practices currently implemented and explored in this field.


Journal Of Multilingual Education Research Feb 2016

Journal Of Multilingual Education Research

Journal of Multilingual Education Research

The Journal of Multilingual Education Research (JMER) is the official journal of the New York State Association for Bilingual Education. Its distinct orientation reflects what is most important to researchers, specialists, and educators in the fields of multilingualism and multilingual education. JMER is a vehicle to respond to the changes and growth of knowledge in a variety of national language education issues that have local and regional relevance. It responds to the emerging needs and interests of teachers, administrators, teacher educators, researchers, counselors, psychologists, advocates, and community leaders whose work focuses on the successful education of multilingual students.