Supporting Emergent Bilingual Students With Disabilities in Content Area Instruction

Abstract With a marked increase in the number of students with disabilities identified as English learners, it is imperative that teachers are knowledgeable of evidence-based practices to use with this population. Emergent bilingual students with disabilities (EBSWDs) can fully participate, access, and be included in all school services and resources when all teachers value their languages and cultures. This chapter provides strategies teachers can implement to ensure the full inclusion and success of these students in academic domains and illustrates their application in a classroom setting. Central to the chapter is the acknowledgment of emergent bilingual students’ linguistic and cultural assets. The authors use “emergent bilinguals” rather than “English learners” to reposition perceived deficits as strengths and underscore the importance of valuing the language and culture of students and their families in relation to educational contexts.