Counternarratives of English Learners With Disabilities

• In Event: Policy Dimensions of English Learner Trajectories in School

Abstract

In extant research, the voices of English learners (ELs) with disabilities have been absent. This ethnographic case study draws upon dis/ability critical race studies (DisCrit) as a lens for understanding the lived experiences and perceptions of ELs with disabilities in middle school. Challenging a dominant narrative that focused on students’ perceived academic and linguistic deficiencies, ELs with disabilities recounted their academic achievements and bilingual proficiency. Further, in opposition to the dominant notion that intersecting disability and low English proficiency limited their learning opportunities, students identified unengaging learning environments as deterring influences on their academic success. Providing an empowering account, the counternarratives highlight the need for research and practice to be inclusive of the perspectives of ELs with disabilities.

Authors

• Sara E.N. Kangas, Lehigh University

• Megan Cook, Lehigh University