Scaffolding Project-Based Learning for Emergent Bilingual Learners Labeled as Disabled: Successes and Lessons Learned

• In Event: Insights and Innovations for Supporting Emergent Bi-/Multilingual Learners

Abstract

Emergent bilingual learners labeled as disabled (EBLADs) are often excluded from inquiry-based approaches like Project Based Learning (PBL; Artiles, 2022). Using a multiple case study design, we analyzed student work, student perception interview data, and student survey responses, to identify which scaffolds EBLADs used and the ways they experienced a PBL unit in 9th grade language arts. Our findings indicate inclusive PBL is possible when aligned with Universal Design for Learning (UDL). Students found the unit generative and engaging but also shared components that were difficult and stressful. Inclusive PBL holds promise for building pathways for historically marginalized students to access rigorous, inquiry-based, culturally sustaining instruction. Next steps include a focus on the intersection of translanguaging and UDL (Cioè-Peña, 2021).

Authors

• Allarie Coleman, University of Colorado - Boulder

• Alison Gould Boardman, University of Colorado - Boulder