Relevant bibliographies by topics / Emergent bilinguals with learning disabilities

Academic literature on the topic 'Emergent bilinguals with learning disabilities'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Emergent bilinguals with learning disabilities"

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Sarisahin, Suheyla. "Reading Comprehension Strategies for Students With Learning Disabilities Who Are Emergent Bilingual." Intervention in School and Clinic 56, no. 1 (March 22, 2020): 3–12. http://dx.doi.org/10.1177/1053451220910731.

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Teachers of students with learning disabilities (LD) who also are emergent bilingual (EB) are tasked with meeting students’ individual learning needs and developing academic language. Teachers require specialized knowledge in second-language acquisition and the specific learning strategies to support students’ learning disabilities. Reading comprehension skills are the foundational skills that students with LD who are EB most often need to improve. When working with students, research-based reading strategies to support their reading comprehension skills are critical, but must also support students’ developing English proficiency. This article identifies research-based reading comprehension strategies supportive of developing English proficiency that may be implemented for students with LD who are EB in the elementary grade levels. A self-evaluation tool is provided to guide teachers in helping their students to improve their reading comprehension skills while supporting their language development.
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Jozwik, Sara, and Yojanna Cuenca-Carlino. "Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities." Rural Special Education Quarterly 39, no. 2 (December 15, 2019): 82–90. http://dx.doi.org/10.1177/8756870519892883.

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Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.
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Lopes-Murphy, Solange A. "Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (August 28, 2020): 43–56. http://dx.doi.org/10.5294/laclil.2020.13.1.3.

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The debate surrounding the prioritization of services for emergent bilinguals with disabilities is an area in need of attention. The generalized belief that disability-related services must take priority over English as a Second Language services suggests that there is a critical need to develop school professionals’ understanding that these learners, in addition to receiving special education services, need substantial support in developing their second language abilities. The steady growth of emergent bilinguals and multilinguals in public schools, that is, students acquiring English as a new language, calls for well-trained practitioners able to meet these students’ diverse linguistic, academic, cultural, emotional, and intellectual needs. The typical challenges this population faces acquiring a new language have, well too often, been misrepresented, neglected, or led them to programs for students with true disabilities. However, when emergent bilinguals are legitimately referred to special education, it is not uncommon for their disability-related needs to be prioritized over their English as a Second Language-related needs, and they end up not receiving the support they need to develop social and academic skills in the new language. This review article is intended to stimulate reflection on the types of services being delivered to emergent bilinguals and multilinguals with disabilities in U.S. public school settings.
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Ortiz, Alba A., María E. Fránquiz, and Gilberto P. Lara. "The education of emergent bilinguals with disabilities: State of practice." Bilingual Research Journal 43, no. 3 (July 2, 2020): 245–52. http://dx.doi.org/10.1080/15235882.2020.1823734.

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Schissel, Jamie L., and Sara E. N. Kangas. "Reclassification of emergent bilinguals with disabilities: the intersectionality of improbabilities." Language Policy 17, no. 4 (June 9, 2018): 567–89. http://dx.doi.org/10.1007/s10993-018-9476-4.

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Martínez-Álvarez, Patricia, María Paula Ghiso, and Isabel Martínez. "Creative Literacies and Learning With Latino Emergent Bilinguals." LEARNing Landscapes 6, no. 1 (June 1, 2012): 273–98. http://dx.doi.org/10.36510/learnland.v6i1.587.

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Research documents the benefits of implementing pedagogical practices that foster creativity in order to prepare students for a changing future and to meet the needs of emergent bilingual learners. Designing pedagogical invitations that make room for creativity is especially urgent given educational policies in the United States which privilege decontextualized, standardized learning aimed at "testable" skills, often in opposition to more expansive multilingual and multimodal learning opportunities. The current study explores how multimodal literacy experiences grounded in bilingual learners’ sociocultural realities stimulated creativity and allowed students to demonstrate and practice their creative abilities.
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Crosson, Amy C., Margaret G. McKeown, Kelly P. Robbins, and Kathleen J. Brown. "Key Elements of Robust Vocabulary Instruction for Emergent Bilingual Adolescents." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 493–505. http://dx.doi.org/10.1044/2019_lshss-voia-18-0127.

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Purpose In this clinical focus article, the authors argue for robust vocabulary instruction with emergent bilingual learners both in inclusive classroom settings and in clinical settings for emergent bilinguals with language and literacy disorders. Robust vocabulary instruction focuses on high-utility academic words that carry abstract meanings and appear in texts across content areas (e.g., diminish , ambiguous ). For emergent bilinguals, vocabulary instruction should be infused with morphological analysis emphasizing Latin roots to support students to problem-solve meanings of new, unfamiliar words and make connections between semantic clusters of related words in English. An innovative and critical component of this instructional approach is to support emergent bilinguals to leverage their linguistic resources by making connections to their home languages. Five design principles for teaching emergent bilinguals to engage in morphological analysis with Latin roots are presented. These design principles are illustrated with examples of evidence-based practices from intervention materials for instruction. Examples are drawn from varied instructional contexts. We present a synthesis of findings from implementation trials of our instructional program. Finally, application of the approach to clinical settings for speech-language pathologists are addressed. Conclusions Clinical practice with emergent bilingual learners at intermediate and advanced stages of proficiency should incorporate robust vocabulary instruction for emergent bilinguals from a variety of cultural and linguistic backgrounds. Clinicians should focus on high-utility academic words, and they should teach morphological problem-solving skills for generative word learning. Clinicians should leverage emergent bilingual learners' home language resources for developing morphological problem-solving skill. Supplemental Material https://doi.org/10.23641/asha.9745169
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Arabaci Atlamaz, Tuba. "Preparing Linguistically and Culturally Conscious Pre-service Teachers with a Community-based Service-learning Project." International Journal of Multicultural Education 24, no. 2 (August 22, 2022): 38–56. http://dx.doi.org/10.18251/ijme.v24i2.2733.

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Teacher preparation for culturally and linguistically diverse communities is crucial as classrooms become increasingly diverse. This study reports on the interaction between 20 pre-service teachers (PSTs) and adult emergent bilinguals during a community-based service-learning (CBSL) project. The project was part of a course offered at a state university in the northeastern USA. The qualitative data demonstrated that the PSTs gained sociolinguistic consciousness, learned about language learners’ prior experiences and linguistic proficiencies, and identified the linguistic demands of the interaction. The study also revealed that CBSL projects can possibly be an effective means of teacher preparation for emergent bilinguals worldwide.
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Brown, Sally. "Emergent bilinguals as text designers: rendering meaning through signs." English Teaching: Practice & Critique 20, no. 2 (January 19, 2021): 130–48. http://dx.doi.org/10.1108/etpc-07-2020-0076.

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Purpose The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.
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Ascenzi-Moreno, Laura, and Kate Seltzer. "Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals." Journal of Literacy Research 53, no. 4 (October 25, 2021): 468–90. http://dx.doi.org/10.1177/1086296x211052255.

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Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.
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Dissertations / Theses on the topic "Emergent bilinguals with learning disabilities"

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Middleton, Theodora Elizabeth. "Music and Compound Words." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333671995.

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Sequeira, Ana Rafaela Ferreira. "Relatório de estágio : Associação Crescer com Sentido : intervenção psicomotora nas perturbações do desenvolvimento." Master's thesis, 2016. http://hdl.handle.net/10400.5/11623.

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O presente relatório procura refletir o trabalho desenvolvido no âmbito do estágio profissionalizante, inserido no Ramo de Aprofundamento de Competências Profissionais do Mestrado em Reabilitação Psicomotora, da Faculdade de Motricidade Humana. Este estágio decorreu na Associação Crescer com Sentido, em Lisboa, onde se procurou aprofundar as competências ao nível da observação, avaliação e intervenção psicomotora. Nesta instituição foi feita observação de sessões de psicomotricidade de crianças com Perturbações do Desenvolvimento e Dificuldades de Aprendizagem. A estagiária teve ainda oportunidade de realizar as suas atividades de estágio noutras instituições, com as quais a Associação Crescer com Sentido estabeleceu parceria. Uma das instituições foi a Creche e Jardim-de-Infância “O Botãozinho”, sediada em Carcavelos, onde foram feitos rastreios das competências pré-académicas a todas as crianças do último ano da educação pré-escolar. Após a análise dos rastreios foi selecionado um grupo de crianças, com resultados mais baixos, que foi alvo de sessões de estimulação das competências de literacia emergente, de forma a prevenir eventuais dificuldades de aprendizagem. Noutra instituição, o Externato “A Ritinha”, foram realizadas sessões semanais, em grupo, de psicomotricidade, de forma a estimular o desenvolvimento das crianças em idade pré-escolar. Por fim, a estagiária teve, ainda, oportunidade de avaliar e acompanhar uma criança, de nove anos, com Perturbação do Espectro do Autismo. As intervenções realizadas consideram-se benéficas e contributivas para um melhor desenvolvimento e percurso académico destas crianças.
This report seeks to reflect the work developed under the professional internship, inserted in the Branch of Deepening of professional skills of the Master Degree of Psychomotor´s Rehabilitation of Human Motricity University. This internship happened in "Associação Crescer com Sentido" in Lisbon, where I tried to deepen my competences regarding observation, evaluation and psychomotor intervention. In this institution it was done psychomotricity´s observation sessions of children with development disturbances and learning difficulties. The trainee had the opportunity to carry out her internship activities in another institutions, which the "Associação Crescer com Sentido" established partnership. One of the Institutions was the nursery and kindergarden "O Botãozinho", in Carcavelos, where there were done screening of pre-academic competences in all the children in the last year of pre-school education. After the screening analysis a group of children with lower results were selected and were performed with this children sessions of literacy competences' stimulation, with the aim of prevention of future learning difficulties. In another institution, the college "A Ritinha", there were done psychomotricity group sessions, every week in order to stimulate the development of children in pre-school age. Finally, the trainee had the opportunity to evaluate and follow an eight years old child with autism disturbance. The interventions done were considered beneficial and contributory for a better academic development and journey of this children.
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Books on the topic "Emergent bilinguals with learning disabilities"

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Wootton, Marian. Contexts of language learning at home and school: A study of Pathan children as emergent bilinguals. Birmingham: University of Central England in Birmingham, 1999.

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Coppersmith, Sarah A., and Alina Slapac. Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators. IGI Global, 2019.

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Coppersmith, Sarah A., and Alina Slapac. Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators. IGI Global, 2019.

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Slapac, Alina, and Sarah Coppersmith. Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators. IGI Global, 2020.

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I, Ji-Yeong, and Ricardo Martinez. Teaching Math for Emergent Bilinguals: Building on Culture, Language, and Identity. Iowa State University Open Books, 2020.

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Bernstein, Katie A. defining Success in Language Learning: Positioning, Participation and Young Emergent Bilinguals at School. Multilingual Matters, 2020.

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Bernstein, Katie A. defining Success in Language Learning: Positioning, Participation and Young Emergent Bilinguals at School. Multilingual Matters, 2020.

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Bernstein, Katie A. defining Success in Language Learning: Positioning, Participation and Young Emergent Bilinguals at School. Multilingual Matters, 2020.

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Helman, Lori, and Joy Scott Ressler. Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals. Association for Supervision & Curriculum Development, 2020.

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Helman, Lori. Learning in a New Language: A Schoolwide Approach to Support K-8 Emergent Bilinguals. Association for Supervision & Curriculum Development, 2020.

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Book chapters on the topic "Emergent bilinguals with learning disabilities"

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Alfaro, Cristina, Karen Cadiero-Kaplan, and Alberto M. Ochoa. "Teacher Education and Latino Emergent Bilinguals." In Learning From Emergent Bilingual Latinx Learners in K–12, 15–39. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-2.

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Viera, Julian. "Emergent Bilinguals Self-affecting Their Self-efficacy Through Bilingual Digital Environments." In Learning, Design, and Technology, 1–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-17727-4_145-1.

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Shamir, Adina, Ofra Korat, and Renat Fellah. "Promoting Emergent Literacy of Children at Risk for Learning Disabilities: Do E-Books Make a Difference?" In Technology as a Support for Literacy Achievements for Children at Risk, 173–85. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5119-4_11.

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Shamir, Adina, and Renat Fellah. "The Effect of An Educational Electronic Book on The Emergent Literacy of Preschool Children At Risk For Learning Disabilities." In Learning, Social Interaction and Diversity – Exploring Identities in School Practices, 155–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-803-2_11.

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Linan-Thompson, Sylvia, and McKenzie Meline. "Keys to Understanding the Writing Development of Emergent Bilingual Students." In Bilingual Special Education for the 21st Century, 179–204. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9043-0.ch007.

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Writing is an increasingly important component of classroom instruction and an essential tool for learning, including language learning, yet little is known about the English writing development of emergent bilingual students with and without disabilities. Research in this area has previously focused on spelling and the role of cross-linguistic transfer. While knowledge in these areas is useful to the field, research that examines higher level writing skills and identifies evidence-based practices is still needed. This chapter uses an additive approach to examine the role of cross-linguistic transfer in the writing development of emergent bilingual students with and without disabilities to provide teachers with needed guidance.
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Muñoz-Muñoz, Eduardo R., Matthew Love, Marcella Cardoza McCollum, Rebecca A. Cruz, Danielle Umaña, and Candice R. Nance. "Mind the Gatekeepers." In Bilingual Special Education for the 21st Century, 1–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9043-0.ch001.

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This chapter focuses on inclusive access to dual language immersion (DLI) programs and the obstacles that emergent bilinguals with disabilities (EBWDs) and their families encounter to enter the programs and remain in them. Focusing on California's context, this chapter discusses educators' legal framework and experiences in multiple positions related to decision making and the provision of services in the EBwDs' learning trajectories. The authors argue for a multilevel reframing of local and state policy, educator preparation, resource allocation, and family engagement based on current research findings. Notably, this chapter calls for a critical examination of the dual language purposes and assumptions. In order to support current educators providing instruction to multilingual students, there must be evidence about effective practices and, most importantly, detailed and formalized guidance on how to implement those practices.
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Hughes Karnes, Elizabeth, and Holly Hansen-Thomas. "Emergent Bilinguals in Rural Schools." In Beyond Language Learning Instruction, 332–61. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1962-2.ch014.

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This chapter explores rural teacher attitudes towards emergent bilinguals at the secondary level before, during, and after translanguaging professional development. Within the current political climate, accountability measures and assessment training affect teacher perceptions of second language acquisition and add to the deficit perspective. Juxtaposed with the accountability climate are the benefits of rurality and teachers who value the funds of knowledge these linguistically and culturally diverse students possess. Through a mixed methods study using qualitative and quantitative survey data, the authors examined the effects of translanguaging pedagogy on an English-only school district. The translanguaging strategies used in English language arts and reading classrooms showed potential to improve standardized English assessment scores by shifting the monolingual ideology of the teacher participants to a multilingual stance. The results of this study could revise current perceptions and pedagogy for emergent bilinguals.
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Przymus, Steve Daniel. "Appropriate Assessment e Instrucción de los Emergent Bilinguals con Disabilities." In Instructional Leadership in the Content Areas, 259–69. Routledge, 2018. http://dx.doi.org/10.4324/9781351263689-25.

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Niklasson, Mats. "Could Motor Development Be an Emergent Property of Vestibular Stimulation and Primary Reflex Inhibition? A Tentative Approach to Sensorimotor Therapy." In Learning Disabilities. InTech, 2012. http://dx.doi.org/10.5772/31726.

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Axelrod, Ysaaca, Lorraine Falchi, and Marjorie Siegel. "5 Learning from Emergent Bilinguals: Mobilizing Translanguaging and Multimodality to Reimagine School Literacy Curricular Spaces." In Multimodal Literacies in Young Emergent Bilinguals, 62–73. Multilingual Matters, 2022. http://dx.doi.org/10.21832/9781800412361-008.

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Conference papers on the topic "Emergent bilinguals with learning disabilities"

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Tobon, Geraldo. "A Critical Analysis of Math Teachers' Beliefs About Educating Latinx Emergent Bilinguals With Learning Disabilities (Poster 8)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892323.

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Bian, Yue. ""Once Upon a Time...": Stories of Learning to Teach Emergent Bilinguals." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581471.

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Yi-Cline, Fenglan. "Learning to Teach Emergent Bilinguals: Mainstream Preservice Secondary Teachers in Student Teaching." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573603.

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Broughton, Alta. "Cultivating Educators' Critical Consciousness of Learning and Language Needs in Emergent Bilinguals." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692938.

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Pray, Lisa. "Dialogic Instruction With Fourth-Grade Emergent Bilinguals: Relinquishing Control to Promote Student Learning." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1430678.

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