Accommodating English Language Learners With Language and Learning Disabilities in Bilingual Education Classrooms

Abstract

General education and bilingual education teachers are increasingly being asked to accommodate students with language disabilities and learning disabilities (LLD) in their classrooms. Although research has documented teacher accommodations in general education, little is known about how bilingual education teachers accommodate students with LLD. In this exploratory study, we examine how 2 novice bilingual education teachers, previously nominated as being effective teachers, integrated their 3rd-grade students with LLD during language arts. Data sources included teacher interviews and classroom observations, and were analyzed to determine classroom climate, grouping, teaching practices, and student accommodations. Results suggest that accommodations in these bilingual education settings are similar to general education settings, in that teachers most frequently used whole group, undifferentiated instruction, and that typical accommodations were in seating, the use of pairing and cooperative learning, and adjustments in expectations as well as in amount and time to complete work. However, substantial variance was found between the 2 teachers. Teacher beliefs and effectiveness are explored and implications for research and practice are presented.