When students with exceptional qualities are also English language learners (ELLs), they need teachers who understand their special needs. Educators who can provide targeted support to help these students succeed academically and linguistically are in high demand. Translanguaging and additive bilingualism are two approaches to bilingual education that can benefit English language learners in special education programs. Teachers who possess these skills are a critical piece of the education puzzle.
Responding to this traditionally overlooked example of intersectionality of having special needs and speaking two languages, educators are quickly becoming culturally competent leaders in special education programs while emphasizing bilingual education strategies for diverse populations. Graduates of the Texas A&M International University (TAMIU) online Master of Science (M.S.) in Special Education with a Specialization in Bilingual Education program are well equipped to use assessments to make educational decisions for individuals with exceptionalities, integrate scholarly inquiry to select evidence-based strategies that meet the needs of these individuals and demonstrate leadership skills by advocating for students with exceptionalities.
Defining Translanguaging
Translanguaging is defined as “the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, to maximize communicative potential,” explains Jessica Dougherty in an article titled “Translanguaging in Action: Pedagogy that Elevates.”
Translanguaging allows students to develop their proficiency in both languages simultaneously. It acknowledges the value of students’ home language and creates opportunities for them to use it as a bridge to learn new concepts and vocabulary.
Incorporating language support strategies into the instruction to help the exceptional English language learner might mean providing bilingual materials; using visual aids; using gestures or actions to convey meaning; and using simplified language when introducing new concepts. Teachers can also encourage students to practice speaking English through pair work or group discussions.
Defining Additive Bilingualism
Additive bilingualism is when a student’s first language continues to develop while learning a second language. The recently published article “How to Promote Additive Bilingualism Over Subtractive Bilingualism,” reports that an additive approach can have many benefits.
Students with special needs often need increased support and attention from teachers and caregivers, and maintaining a strong cultural identity can give them a sense of belonging and self-esteem. An additive approach acknowledges and values students’ cultural and linguistic backgrounds, promoting a positive sense of identity.
When students’ home language is respected and supported, it can serve as a foundation for learning and academic success. An additive approach ensures that students receive instruction in both languages, allowing them to access content knowledge and develop academic skills in a language they are comfortable with. This approach creates a supportive environment where students can communicate, interact and develop relationships using their preferred language. It can contribute to their social-emotional well-being and facilitate their inclusion in the school community.
Supporting Every Student
Bilingual students with special needs may experience social and emotional challenges due to language barriers or feelings of exclusion. For students with special needs, understanding complex concepts and expressing themselves can be challenging. Translanguaging provides a space for students to comprehend and express their thoughts using the language(s) they are most comfortable with and proficient in, leading to better communication and comprehension.
The Journal of the National Association for Bilingual Education suggests that educators create a coordinated system based on an intersectional inquiry of a student’s strengths, needs and identities. Experts agree emergent bilinguals and other minoritized groups must be treated fairly and equally.
Foundational knowledge provided to educators in preparation programs should integrate in-depth content about students and look at contextual factors that hinder or facilitate student achievement. Although student success is the joint responsibility of families, communities and teachers, this foundational knowledge allows educators to create positive school climates that ensure the success of all students.
Preparing for the Future
It is important to remember each student is unique, and learning strategies should be tailored to their individual needs. Collaboration, flexibility and a student-centered approach are crucial to supporting the academic and linguistic growth of students with exceptionalities who are also English language learners.
The online M.S. in Special Education with a Specialization in Bilingual Education from Texas A&M International University (TAMIU) can help teachers become experts in these areas. The online program is designed to help educators become culturally competent leaders in special education programs while emphasizing bilingual education strategies for diverse populations.
This programmatic focus highlights a traditionally overlooked example of intersectionality: when a student with exceptionalities is also an ELL. The program helps education professionals appreciate that bilingual students have valuable linguistic resources that can enhance their understanding and expression of concepts.
Learn more about TAMIU’s online M.S. in Special Education with a Specialization in Bilingual Education program.
