Ableism, Gentrification, and the Exclusion of Multilingual Learners with Disabilities from Bilingual Education Programs

• In Event: Interrogating Access to Bilingual Programs for Multilingual Learners with Disabilities

Abstract

Objectives/Purposes
Although research supports bilingual education for multilingual learners with disabilities (MLwDs), they are typically enrolled in English-only special education programs in U.S. schools (Cioè-Peña, 2017; Kangas, 2017). Our mixed-methods research study examines the access of MLwDs to bilingual education in New York City (NYC), guided by the following questions:
(1) What is the availability of bilingual education programs for MLwDs in NYC public schools?
(2) What factors influence school district leaders' decisions about bilingual education programs and MLwDs?

Perspective(s)/Theoretical Framework
Ableism, defined as “the devaluation of disability” (Hehir, 2002: 3), frames MLwDs as both academically and linguistically deficient, based on the assumption they cannot keep up with rigorous content and that bilingual curricula pose unnecessary challenges (Cioè-Peña, 2021). We argue that the systematic exclusion of MLwDs from bilingual programs results from policies, programming, practices, and beliefs rooted in ableism, and see this exclusion as a form of DLBE gentrification (Delavan et al., 2021, 2024; Valdez et al., 2016).
Methods and Data Sources
NYC is a single system divided into 32 geographic school districts, each of which is overseen by a district leader. We compiled and analyzed publicly available statistical data from NYC Public Schools and NY State Education Department on:
a) the enrollment of MLwDs in transitional bilingual education (TBE), dual language bilingual education (DLBE), or English as a new language (ENL) programs; and,
b) the number and type of bilingual special education programs in each district.
We conducted 31 semi-structured interviews with 37 district leaders (mostly one-on-one, some in small groups). Fieldnotes were taken and short memos written afterward. Interviews were transcribed and analyzed in Dedoose using content and narrative analysis, and synthesized into main themes (Miles, Huberman, & Saldaña, 2019; Riessman, 2008).

Results
Bilingual education is mandatory for multilingual learners in New York, including MLwDs. However, we found that MLwDs in NYC public schools have less access to bilingual education than other MLLs and are the least likely to get into DLBE programs; instead, the vast majority attend ENL programs. In the rare instances when bilingual special education is available for them, it is more likely to be TBE rather than DLBE. Ableism converges with gentrification ideologies to frame DLBE as more cognitively demanding and a form of educational enrichment. Qualitative findings reveal that special education compliance often overrides bilingual education mandates, effectively excluding MLwDs from bilingual education. We also found that program placement varies by district and is influenced by district leadership. District leaders hold differing views on bilingual education and the education of MLwDs, which impacts the language education policies they promoted and the access of MLwDs to bilingual special education programs.

Scientific/scholarly significance
Bilingual education is beneficial for multilingual learners, particularly MLwDs (Cioè-Peña, 2017, 2021; Cioè-Peña et al., 2025; Kangas, 2017). It is urgent that we increase their access to bilingual education programs. Our findings have implications for rethinking language education policies for MLwDs, preparing district leaders, and better serving MLwDs in NYC and elsewhere.

Authors

• Kate Menken, Queens College

• Ivana Espinet, Kingsborough Community College - CUNY

• María Cioe-Pena, University of Pennsylvania

• Maria Teresa Sanchez