Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

Solange A. Lopes-Murphy

doi:10.5294/laclil.2020.13.1.3

Autores/as

Solange A. Lopes-Murphy Autor/a The College of New Jersey http://orcid.org/0000-0002-1370-1784

DOI:

https://doi.org/10.5294/laclil.2020.13.1.3

Palabras clave:

Bilingües emergentes con discapacidades, servicios de educación especiales, educación especial, servicios de inglés como segunda lengua, prioridad, desarrollo de una nueva lengua, enseñanza de idiomas

Resumen

Tensión entre el inglés como segunda lengua y los servicios de educación especial para bilingües emergentes con discapacidades

Tensão entre o inglês como segunda língua e os serviços de educação especial para bilíngues emergentes com deficiências

El debate en torno a la priorización de servicios para los bilingües emergentes con discapacidades es un área que requiere atención. La creencia generalizada de que los servicios relacionados con la discapacidad deben tener prioridad sobre los servicios de inglés como segundo idioma sugiere que existe una necesidad crítica de desarrollar la comprensión de los profesionales de la escuela de que estos alumnos, además de recibir servicios de educación especial, necesitan un apoyo sustancial para desarrollar sus habilidades en segunda lengua. El constante aumento de los bilingües y multilingües emergentes en las escuelas públicas, es decir, los estudiantes que adquieren inglés como nuevo idioma, exige profesionales bien capacitados que puedan satisfacer las diversas necesidades lingüísticas, académicas, culturales, emocionales e intelectuales de estos estudiantes. Los desafíos típicos que enfrenta esta población para adquirir un nuevo idioma, con demasiada frecuencia, se han tergiversado, descuidado o llevado a programas para estudiantes con verdaderas dificultades. Sin embargo, cuando los bilingües emergentes son referidos legítimamente a la educación especial, no es raro que sus necesidades relacionadas con las dificultades tengan prioridad sobre sus necesidades relacionadas con el inglés como segunda lengua y terminan por no recibir el apoyo que necesitan para desarrollar habilidades sociales y académicas en el nuevo idioma. Este artículo de revisión busca estimular la reflexión sobre los tipos de servicios brindados a los bilingües y multilingües emergentes con discapacidades en las escuelas públicas de Estados Unidos.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Lopes-Murphy, S. A. (2020). Contention between English as a second language and special education services for emergent bilinguals with disabilities. Latin American Journal of Content & Language Integrated Learning, 13(1), 43-56. https://doi.org/10.5294/laclil.2020.13.1.3

Received: 29/09/2019

Accepted: 18/02/2020

Published: 28/08/2020

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Biografía del autor/a

Solange A. Lopes-Murphy, The College of New Jersey

Associate Professor

Department of Special Education, Language, and Literacy

Citas

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