Parents Choosing Dual Language for Children with Disabilities: “Se Le Abrió Su Mundo Otra Vez”

• In Event: Instructional Practices for Multilingual Learners with Disabilities

Abstract

This case study examines how eight Spanish-speaking parents of multilingual learners with disabilities (MLwDs) in Texas decided between dual language bilingual education (DLBE) and English as a second language (ESL) education for their children. Our research uses the concepts of D/discourses and funds of knowledge (FoK) to understand parents’ decisions and feelings about their children’s language programs and school experiences (Gee, 2015; González et al., 1995; Moll et al., 1992). The study addresses the following questions: How do Spanish-speaking parents of MLwDs decide between DLBE or ESL education in Texas? How do Spanish-speaking parents of MLwDs in Texas feel about their language program choices and special education services as their children enter the secondary grades (6th-12th)?
Data were collected through phenomenological interviews, a demographic survey, and analytic memos about the choices and lived experiences of eight Spanish-speaking parents of MLwDs in secondary grades in a Texas public school district (Marshall et al., 2022). All participants were mothers of MLwDs in secondary grades. Six of their children participated in DLBE throughout elementary school, and of those, five continued in advanced Spanish DLBE classes into the secondary grades. Interview transcripts were analyzed using inductive, open coding to create themes (Saldaña, 2021).
Parents reported choosing DLBE because they wanted their MLwD children to experience the social, cognitive, and economic benefits of bilingualism. All eight participants valued bilingualism and expressed the importance of DLBE. Parents described diverse experiences, negotiating multiple challenges that are difficult to generalize due to their unique circumstances. In one case, a balanced bilingual mother, whose autistic son Johnny received English early intervention before entering DLBE in first grade, reported that her son was unhappy and unsuccessful in the Spanish instructional setting. She eventually chose to move him back to ESL. Another balanced bilingual mother told how her son Santiago (whose disabilities include speech impairment, ADHD, and a learning disability) received English early intervention, and despite his low Spanish proficiency she opted to move him to DLBE in kindergarten. Though he has experienced academic and social frustrations, he successfully stayed in DLBE and is proud of his bilingualism. Analysis showed that differing beliefs about the appropriateness of DLBE for children with disabilities caused some parents to feel conflicted about which language program would be best for their MLwD child during their early childhood years. Nonetheless, six mothers shared that their MLwD children were bilingual and bicultural because they participated in DLBE.
The exclusion of MLwDs from DLBE programs nationally is a problem that deserves increased attention from researchers and educators (Cioè-Peña, 2017). This study shows that inclusion and bilingualism are achievable and beneficial for MLwDs in DLBE programs. Educators and special education service providers can serve either as gatekeepers or advocates for access to bilingualism (Muñoz-Muñoz et al., 2022). Research on Spanish-speaking parents’ experiences raising children at the intersection of DLBE and special education will help educators to better understand inclusive practices for MLwDs.

Authors

• Carly C. Leech, The University of Texas at San Antonio

• Jorge L. Solis, University of Texas - San Antonio