Navigating Competing Policy Demands: Dual Service Provision for English Learners with Disabilities in Middle School

Autor/inn/en	Kangas, Sara E. N.; Cook, Megan
Titel	Navigating Competing Policy Demands: Dual Service Provision for English Learners with Disabilities in Middle School
Quelle	In: Language Policy, 22 (2023) 3, S.315-341 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kangas, Sara E. N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-023-09653-8
Schlagwörter	Middle School Students; Students with Disabilities; English Language Learners; Special Education; Delivery Systems; Social Bias; Attitudes toward Disabilities; Educational Policy; Educational Environment; Equal Education + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Auslieferung; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Research has documented that service provision for English learners (ELs) with disabilities is a complicated endeavor in K-12 schools. Recent studies have examined how English language development and special education services are often in tension with one another, as logistical and ideological barriers hinder efforts in schools to provide these dual services. Despite these findings, studies to date have solely investigated elementary contexts, leaving scarce understanding of service provision in secondary grades. This qualitative embedded case study examined dual service provision for 12 ELs with disabilities across two middle schools. Utilizing intersectionality for its theoretical framework, the analysis revealed that dual service provision policies and academic tracking structures melded in ways that resulted in interrelated social, linguistic, and academic oppression for ELs with disabilities. The findings highlight the importance of examining schools' de facto language education policies and learning environments to ensure equitable opportunities for the academic and linguistic development of ELs with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01