Beyond the Policy Silo: An Intersectional and Legal Framework for the Rights of Emergent Bilingual Learners Labeled as Dis/abled (EBLADs)

• In Event: Critical Geographies of Belonging: Justice in Bilingual Education

Abstract

Emergent Bilingual Learners Labeled as Dis/abled (EBLADs) are protected by two distinct pillars of federal law: disability mandates (IDEA/Section 504) and linguistic rights (Title VI/EEOA). However, the persistent siloing of these frameworks exposes a fundamental gap between policies, theory, and practice. This division has perpetuated a "hierarchy of services" (Kangas, 2018 & 2021) and "English-only" recommendations implemented by educators (Cioè-Peña, 2020). This research centers intersectionality (Crenshaw, 1989, 1991) not merely as a lens but as a practical methodology to bridge these divides. Drawing on Critical Language Policy (CLP) and DisCrit, I argue for concrete, accessible pathways to authentic inclusion (Graham & Slee, 2008), emphasizing the necessity of cross-disciplinary collaboration to affirm EBLADs’ multifaceted identities and uphold their educational rights.

Author

• JaiOnna Terry, The University of Alabama