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Instructional Practices for Multilingual Learners with Disabilities

Wed, April 8, 3:45 to 5:15pm PDT (3:45 to 5:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 308A

Session Type: Symposium

Abstract

Given the pervasive lack of multilingual opportunities for young learners with disabilities (Cioè-Peña, 2020; Kangas, 2017), this symposium attempts to fill this research gap by providing empirical evidence for instructional practices in various contexts. Drawing from theories of intersectionality (Crenshaw, 1991), translanguaging (García & Li Wei, 2014), and Cultural Historical Activity Theory (CHAT, Vygotsky, 1978), this symposium highlights two instructional strategies and parents’ decision-making process in choosing an appropriate instructional program for their children with disabilities.

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