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ERIC Number: EJ1238162
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-1888
EISSN: N/A
Advancing Bilingual Special Education: Translanguaging in Content-Based Story Retells for Distinguishing Language Difference from Disability
Przymus, Steve Daniel; Alvarado, Manuel
Multiple Voices for Ethnically Diverse Exceptional Learners, v19 n1 p23-43 Fall 2019
Many existing assessments for deciding the potential special education needs of emergent bilingual youth are either normed on monolingual students or normed on bilingual students through monolingual data collection (Hamayan, Marler, Sánchez-López, & Damico, 2013; Otheguy, García, & Reid, 2015; Perkins, 2005). To address this issue, we describe a recent study using translanguaging in dynamic assessment with six middle school emergent bilingual youth. Using bilingual language sample analysis of content-based story retells, coded with the Systematic Analysis of Language Transcripts software, we demonstrate how emergent bilingual youth are able to produce more language and content knowledge when given the freedom to translanguage. These quantitative data may improve decisions distinguishing language difference from disability and address issues of disproportionality in special education.
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: umkcmultiple@umkc.edu; Web site: https://multiplevoicesjournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A