Bilingual Vocabulary Development for Dual Language Learners With Disabilities: Two Research-Based Approaches

Abstract

Vol. XX, No. X, Month 2016 YOUNG EXCEPTIONAL CHILDREN V era is a preschool teacher in an inclusive early childhood program. At the beginning of fall, a new child, Carlos, joined her classroom. Carlos is a cheerful 4-year-old boy who likes toys and stories. He was diagnosed with a developmental delay in communication skills when he was 3 years old. His family came to the United States from Mexico 3 years ago. His mother, who is his primary caretaker, speaks Spanish and has limited English abilities. Carlos' father speaks fluent Spanish and English; he sometimes tries to speak English with Carlos. However, Carlos understands Spanish better than English, and he speaks Spanish at home most of the time. Extended family members sometimes help care for Carlos, and they typically speak Spanish with him as well. Carlos rarely speaks English in his preschool classroom. Occasionally, he expresses his needs and wants in simple Spanish words or phrases. He often plays with a Spanish-speaking child, but has few interactions with other peers. During the parent-teacher conference at the beginning of fall, Carlos' parents expressed their concern about his English and Spanish language skills. They told Vera and the assistant teacher Gillian that they want Carlos to learn more English and Spanish 649223Y ECXXX10.1177/1096250616649223Bilingual Vocabulary Development for DLLs With DisabilitiesGuan and Cheatham research-article2016

Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

“…Nearly 30% of the preschool-age population in the United States are DLLs who are often labeled at risk of low reading achievement because of their language status (Zimmerman et al, 2008). Furthermore, children from culturally and linguistically diverse backgrounds may be inappropriately assigned to special education classrooms with a diagnosed disability or with an “at risk” consideration (Artiles & Ortiz, 2002; Guān & Cheatham, 2018).…”

“…Creating a bilingual book box, with support from parents or bilingual staff members, can demonstrate cultural sensitivity while also embracing the student’s language and literacy development. Alternatively, the use of bilingual books such as Steve Antony’s Thank you, Mr. Panda (Table 2) can help in creating developmentally appropriate language and literacy opportunities (Guān & Cheatham, 2018). Offering the student, a stuffed panda, a photo of the animal, and labeling it in their home language, English, print, and braille encourages the student to make mental connections between the words and their meanings.…”

Supporting Language Acquisition and Peer Interaction Through Guided Play in a Multilingual Classroom

“…However, until Carmen reaches the point where she feels comfortable enough with her newly learned language skills to actively use L2 to communicate, Ms. Hannah can provide opportunities to support peer interaction and play. It is important for practitioners to be knowledgeable and skilled about linguistically responsive practices and the phases of L2 acquisition to enhance children’s development and learning in daily routines (Farnsworth, 2018; Guān & Cheatham, 2018; Lucas et al, 2008).…”

“…Children who have diverse language backgrounds with disabilities may require additional support to process new vocabulary in their home or their second language, as they are learning and developing two sets of vocabulary in different languages (Guān & Cheatham, 2018). It is important to differentiate whether the child has a language-learning disability or is experiencing the process of acquiring a second language in English-only instruction (e.g., Banerjee & Guiberson, 2012; Farnsworth, 2018; Guān & Cheatham, 2018). Children who are DLLs with disabilities can learn two languages successfully and experience benefits similar to children who are DLLs and typically developing (Feltmate & Kay-Raining Bird, 2008).…”

“…The visual aid allows children to establish a reference point to initiate interactions to build a friendship. Specific target words or phrases learned in either language can be implemented into daily routines and therefore increase the exposure to new vocabulary (Guān & Cheatham, 2018; Méndez et al, 2015). Ms. Hannah uses a visual representation of the daily schedule to communicate the flow of the daily activities.…”