Jennifer Phuong
Biographic Data
| ID | 1584487 |
|---|---|
| NAME | Jennifer Phuong |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Phuong |
| SIGNATURE | PHUONG J |
| AFFILIATIONS | Swarthmore College PA 19081 United States |
| ORCID | 0000-0002-2088-3467 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Students with Special Education Needs in Bilingual and Multilingual Education
Students who have special education needs are educated in a variety of settings across the world, but are also often excluded from educational spaces, including within bilingual and multilingual education. In the United States, there are an estimated one million linguistically diverse students with special education needs (i.e., classified as needing both special education and English learner [EL] services). Although these students have both iden…
“You’re a 6… that's low”
Special education and dual language/bilingual education (DLBE) programs originated to protect educational rights for students with disabilities and multilingual students. However, these structures require categorizing learners through standardized testing, which can reinforce ableist and racist practices. This ethnographic and discourse-analytic study examines educators’ perceptions of fourth-grade students’ language practices within an urban K-8…
Struggling toward abolition and dreaming beyond ableism in teacher education
Abolition is a verb, referencing how people build safe conditions while dismantling (and developing solutions beyond) harmful institutions, including within education. Considering disability justice movement work in our roles as teacher educators, we explored how we might contend with the harmful purposes and functions of educational structures as we prepare future teachers to adopt abolitionist stances in their pedagogies. We begin with the prem…
Mending the intersectional gap
TrUDL is a pedagogical approach that considers the intersections of translanguaging and Universal Design for Learning (UDL) to support the needs of students in any classroom, but especially emergent multilinguals labeled as disabled (EMLADs). In this article, we offer tools to help educators ensure their lessons support the full communicative repertoire and learning strengths, needs, and preferences of their EMLADs. Educators must self-assess to …
If You’re Gonna be Inclusive, You have to be Inclusive on all Levels”
In this piece, we explore how ableism manifests in teacher collaboration, focusing on the experiences of English as a Second Language teachers and special education teachers. We broaden the definition of ableism to consider how schools rely on ideas of some students as normal and others as not, leading to a service delivery model. The service delivery model results in fragmented and compartmentalized views of students that see language and disabi…
Defining ourselves
Technically an EL”
Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first …
Raciolinguistic chronotopes and the education of Latinx students
Raciolinguistic chronotopes and the education of Latinx students
Technically an EL”
Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first …
If You’re Gonna be Inclusive, You have to be Inclusive on all Levels”
In this piece, we explore how ableism manifests in teacher collaboration, focusing on the experiences of English as a Second Language teachers and special education teachers. We broaden the definition of ableism to consider how schools rely on ideas of some students as normal and others as not, leading to a service delivery model. The service delivery model results in fragmented and compartmentalized views of students that see language and disabi…
Defining ourselves
Mending the intersectional gap
TrUDL is a pedagogical approach that considers the intersections of translanguaging and Universal Design for Learning (UDL) to support the needs of students in any classroom, but especially emergent multilinguals labeled as disabled (EMLADs). In this article, we offer tools to help educators ensure their lessons support the full communicative repertoire and learning strengths, needs, and preferences of their EMLADs. Educators must self-assess to …
Raciolinguistic chronotopes and the education of Latinx students
Defining ourselves
Technically an EL”
Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first …
If You’re Gonna be Inclusive, You have to be Inclusive on all Levels”
In this piece, we explore how ableism manifests in teacher collaboration, focusing on the experiences of English as a Second Language teachers and special education teachers. We broaden the definition of ableism to consider how schools rely on ideas of some students as normal and others as not, leading to a service delivery model. The service delivery model results in fragmented and compartmentalized views of students that see language and disabi…
Struggling toward abolition and dreaming beyond ableism in teacher education
Abolition is a verb, referencing how people build safe conditions while dismantling (and developing solutions beyond) harmful institutions, including within education. Considering disability justice movement work in our roles as teacher educators, we explored how we might contend with the harmful purposes and functions of educational structures as we prepare future teachers to adopt abolitionist stances in their pedagogies. We begin with the prem…
Mending the intersectional gap
TrUDL is a pedagogical approach that considers the intersections of translanguaging and Universal Design for Learning (UDL) to support the needs of students in any classroom, but especially emergent multilinguals labeled as disabled (EMLADs). In this article, we offer tools to help educators ensure their lessons support the full communicative repertoire and learning strengths, needs, and preferences of their EMLADs. Educators must self-assess to …
Students with Special Education Needs in Bilingual and Multilingual Education
Students who have special education needs are educated in a variety of settings across the world, but are also often excluded from educational spaces, including within bilingual and multilingual education. In the United States, there are an estimated one million linguistically diverse students with special education needs (i.e., classified as needing both special education and English learner [EL] services). Although these students have both iden…
“You’re a 6… that's low”
Special education and dual language/bilingual education (DLBE) programs originated to protect educational rights for students with disabilities and multilingual students. However, these structures require categorizing learners through standardized testing, which can reinforce ableist and racist practices. This ethnographic and discourse-analytic study examines educators’ perceptions of fourth-grade students’ language practices within an urban K-8…
Pedagogy (7 works) · Sociology (7 works) · Gender Studies (4 works) · Linguistics (4 works) · Multilingual Education and Policy (4 works) · Psychology (4 works) · Ableism (3 works) · Second Language Learning and Teaching (3 works) · Anthropology (2 works) · Bilingual education (2 works)