Phillips addresses multilingual learners with disabilities
Phillips says a child can be both an emergent multilingual learner and have a disability. She calls for coordinated language, communication, learning, and disability supports, including for children with IEPs.
Multilingualism intersects with other areas of a child's development.
A child can be an emergent multilingual learner and also have a disability.
Supporting that child requires educators and families to consider language development, communication, learning, and disability together.
Language differences should not be mistaken for disability, nor should a disability result in a child's linguistic strengths being overlooked.
That is why our work to support inclusion in emergent multilingual learners must remain connected.
Educators need dedicated support, family partnership, and multiple sources of information to understand how a child communicates and learns across languages and settings.
In practice, this means providing multiple ways for children to access instruction and demonstrate understanding.
Educators can pair spoken language with visuals, gestures, modeling, objectives, and assistive technology.
Intentionally build vocabulary in both English and the child's home language.
Break directions into smaller steps.
Provide repetition and additional processing time.
And use predictable routines that reduce linguistic and cognitive demands.
Small group instruction, peer modeling, and opportunities to respond through speech, movement, pictures, or other communication systems can also support participation.
For children with IEPs, accommodations and specialized supports should be integrated with culturally and linguistically responsive instruction.
partners in identifying how children communicate, what they understand in their home language, and what strategies are most effective across child settings.