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Identifying and Supporting Multilingual Learners Across Systems and Classrooms

Sat, April 11, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), Los Angeles Convention Center, Floor: Level Two, Room 301A

Session Type: Symposium

Abstract

This symposium investigates the identification and support of multilingual learners within U.S. educational systems, emphasizing the intersections of language proficiency, disability classification, and systemic equity. Integrating multiple methodological approaches—including large-scale administrative data, longitudinal modeling, and qualitative analyses—the five studies examine special education disproportionality, family decision-making regarding English learner service waivers, the psychometric development of a bilingual reading screener, and general and bilingual educators’ knowledge, beliefs, and policy interpretation. Collectively, the studies contribute to a deeper empirical understanding of the sociocultural, institutional, and cognitive dimensions shaping multilingual learners’ trajectories and offer actionable insights to inform more valid, equitable, and linguistically responsive systems of assessment, identification, and instructional support.

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