Culturally, Linguistically, and Ability-Responsive Teaching: Practices Impacting Bilingual Students With Learning (Dis)abilities

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Disability-Centered Systemic Change in the Global Research Community (Table 16)

Abstract

Through four scenarios, we identify subtractive practices (Valenzuela, 2005) that are common in classrooms and schools and contrast them with assets-based practices that honor and validate the intersectional identities of our bilingual students with (dis)abilities. Using the collective lenses of critical theory (Friere, 1970; Hammond, 2005), LatDisCrit (Padilla, 2022), and culturally and linguistically responsive pedagogies (Hollie, 2012), we make visible aspects that are missing from each of these theories by promoting alternative practices. Culturally, Linguistically, and Ability Responsive Teaching (CLART) provides practices that honor our students’ funds of knowledge, language acquisition processes, and translanguaging, combating English hegemony, and increasing family and community engagement for true empowerment and change in our educational system for our bilingual students with (dis)abilitites.

Authors

• Consuelo O'Leary, National Louis University

• Tabitha Hornby, National Louis University