Bilingualism for Students with Disabilities, Deficit or Advantage?: Perspectives of Latinx Mothers

Autor/in	Cioè-Peña, María
Titel	Bilingualism for Students with Disabilities, Deficit or Advantage?: Perspectives of Latinx Mothers
Quelle	In: Bilingual Research Journal, 43 (2020) 3, S.253-266 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cioè-Peña, María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1799884
Schlagwörter	Bilingualism; Students with Disabilities; Bilingual Education; Student Placement; Hispanic American Students; Mother Attitudes; Language Skills; Decision Making; Access to Education; Teaching Methods; Language of Instruction; Bilingual Teachers; Civil Rights; Special Education; Disadvantaged; Social Capital; Mexican Americans; Elementary School Students; English (Second Language) + Suchen Sie Ihr Suchwort? Bilingualismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bilingual teaching; Bilingualer Unterricht; Schülerpraktikum; Hispanic; Hispanic Americans; Hispanoamerikaner; Mutterliebe; Language skill; Sprachkompetenz; Decision-making; Entscheidungsfindung; Education; Access; Bildung; Zugang; Bildungszugang; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Bürgerrechte; Grundrechte; Zivilrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Sozialkapital; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01