Creating Alternatives Spaces: Language Development in Young, Emergent Bilingual Children With Special Needs

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-10 - Restorative Relationships and Counter-Spaces in Schools

Abstract

Through the Third Space theory this research study examines a Dual Language Immersion program for three to five-year-old Special Education students enrolled at the Sunnyside Center. The Special Education students are immersed in a Reggio Emilia classroom and underwent observations where instances of language learning were viewed. Data analysis demonstrated that both typical and atypical instances of the Third Space emerged among the Special Education students, demonstrating their ability and willingness to co-construct their learning. An in-depth discussion surrounding the appearance and characteristics of the Third Space will be provided, as well as interviews with classroom and Special Education teachers to determine if teacher perceptions of the classroom enforce or contradict observational data.

Author

• Jessica Miguel, University of California - San Diego