Bilingualism for students with disabilities, deficit or advantage

Perspectives of Latinx mothers

Bibliographic Data

ID12752135
AuthorsMaría Cioè-Peña (0000-0001-7713-5198, Montclair State University, corresponding author)
Year2020
Volume43
Issue3
Pages253-266
Publication date2020-07-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBilingual Research Journal (JOURNAL)
Journal identifiersISSN: 1523-5882 • E-ISSN: 1523-5890
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.2020.1799884
OpenAlexW3048155651
LanguageEN
Citations received28
References cited27

While access to bilingual education programs is on the rise, Emergent Bilingual Learners Labeled as Dis/abled (EBLADs) continue to experience English-mostly educational placements. Analysis of interviews with ten Latinx mothers of EBLADs revealed that educators recommended their children be placed in English-only instructional programs to avoid linguistic confusion. The mothers first resisted, but subsequently internalized, educators’ deficit-perspectives about their children’s language skills and accepted decisions to provide special education services to EBLAD children in English-only settings. Findings suggest that bilingual educators have contributed to the shift from perceptions of bilingualism as a deficit to bilingualism as an advantage and from bilingual education as a right to bilingual education as a privilege. These shifts have negatively impacted the education of EBLADs by limiting their access to multilingual instruction. Bilingual educators must advocate to safeguard bilingualism as a basic human right of EBLADs

Bilingual education · Confusion · First language · Linguistics · Multilingualism · Neuroscience of multilingualism · Pedagogy · Political science · Privilege (computing · Disability Education and Employment · Hearing Impairment and Communication · Multilingual Education and Policy · Psychology

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