Multilingual Learners with and without Literacy-Based Learning Dis/Abilities: A Critical Self-Study in Teacher Education

• In Event: Critical Practitioner Reflexivity in Multilingual Contexts

Abstract

This critical self-study explores the intersection of language, dis/Ability, and race in education, focusing on multilingual learners with and without literacy-based disabilities (MLLLD). We examine our own experiences and interrogate the equity of educational spaces for MLLLD. We develop a transformative pedagogical framework emphasizing linguistic, communicative, cultural, and pedagogical competence. This framework fosters inclusive learning by presuming competence, integrating culturally responsive teaching, and challenging deficit perspectives.

Authors

• Tipsuda Chaomuangkhong, Arizona State University

• Monaliza Maximo Chian, University of Northern Iowa

• David Isaac Hernandez-Saca, University of Northern Iowa