Teaching Emergent Bilingual Students with Dis/Abilities

Patricia Martínez-Álvarez is an associate professor and director of the Bilingual/Bicultural Education program at Teachers College, Columbia University.

“(E)xtremely valuable for new teachers, teacher candidates, veteran teachers, special education practitioners, parents, and school administrators alike.”—Teachers College Record

• ContentsPreface  ixList of Abbreviations  xvAcknowledgments  xvii1.  Tensions Surrounding the Education of Bilingual Children With a Disability  1Cultural Historical Tensions in Teaching and Learning With Bilingual Children  3Issues of Disability Identification Disproportionality and Consequences of Labels  4Lack of Teacher Preparation Programs for Inclusive Education in Bilingual Contexts  6Lack of Inclusive Approaches for Bilingual Education  8Bilingual Education: A Space Inclusive of Children With a Disability  102.  Assumptions and Theories in the Varied Ways of Knowing Project  13Assumptions Grounding the Varied Ways of Knowing Project  15Theoretical Ideas Guiding the Project: A Hybrid Afterschool Program Space  15The Varied Ways of Knowing Project  223.  Documenting the Varied Ways of Knowing Project  25The Role of the Institution of Higher Education  26The Varied Ways of Knowing School Context  26Varied Ways of Knowing Project: Children and Teacher Candidates  27Documenting Learning With Bilingual Children With and Without a Disability  28Exploring the Work of the Children and the Teacher Candidates  29Reflecting on Roles When Working in Bilingual Contexts  30Relevant Questions and Organization of the Chapters  314.  The Issue of Ableism in Bilingual and Bicultural Education  35Metaphors Driving Bilingual Teachers to Enact Ableist Practices  37The Learning Identities of Bilingual Children With a Disability  40Conclusion  515.  Teaching Children With Multiple Labels: Manifestations of Assimilation and Turning Points  53Parallel Processes of Assimilation: Being Bilingual and Having a Disability  53Assimilationist Processes Impacting Children of Immigrant Background  54Assimilationist Processes Impacting Children Labeled With a Disability  55Interrupting Processes of Assimilation  57Children's Experience: Expansive Views Crossing Identities and Cultures  58A Contrasting Experience: Susana's Agency and Learning Identity  68A Turning Point: "(Susana) Is a Very Strong Girl for Sharing That With All of Us"  73Conclusion  766.  Humanistic Perspectives in Inclusive Bilingual Education  79The Significance of Humanistic Perspectives With Bilingual Children With a Disability  79The Capas y Escudos (Capes and Shields) Project  85Playful Spaces as Tools for Humanizing Pedagogies  85Conclusion  967.  Exploring Disability With Bilingual Children  98Identity and Disability  99Bilingual and Bicultural Identity  100Multiple Identities and Bilingual Children With a Disability  101Teaching About Disability and the Disability Rights Movement  103Learning and Disability Identity Through a CHAT and DSE Lens  104Exploring the Disability Civil Rights Movement and the Rights of People With a Disability  106Agency and Collective Learning While Exploring Disability  106Conclusion  1228.  Science Learning With Bilingual Children: Learning In-Between Boundaries in a Hybrid Space  126Science Education and Emergent Bilinguals  127Science Education and Children With a Disability  129Exploring Science With Bilingual Children With and Without a Disability  130The Relevant Contexts for Science and Landforms Unit  131Learning at the Boundary of Knowledges, Disciplines, and Formal/Less Formal Spaces  132Conclusion  1459.  Artifact-Mediated Science Content Learning in Inclusive Bilingual Contexts  148The Importance of Mediators When Teaching Children With a Disability  150The Importance of Mediators When Teaching Bilingual Children  152Mediating Science Content Learning With Bilingual Children With a Disability  153The Earthquakes, Plate Tectonics, and the Ring of Fire Unit  154Artifacts and the Way They Mediate Learning in Inclusive Bilingual Contexts  155Children's Volitional Actions: Re-mediating Using Artifacts and Various Knowledges  156Language as an Artifact: Tensions Addressing Content Learning and Language Learning  166Conclusion  17210.  The Varied Ways of Knowing Project: Teaching Bilingual Students With a Disability  175Ableist Practices in Bilingual Education and Implications  177Historical Assimilationist Practices and Implications for Bilingual Education  179Humanistic Perspectives for Inclusive Bilingual Education  180Learning About Disability With Bilingual Children  185A Hybrid Space for Science Learning In-Between Boundaries  186Conclusion  189Epilogue  191References  193Index  213About the Author  222