Parents who choose dual language education for children with disabilities: “Se le abrió su mundo otra vez”
Abstract
This case study examines Spanish-speaking parents’ decision-making about multilingual learners with disabilities’ (MLwDs’) participation in dual language bilingual education (DLBE) or English as a second language (ESL) programs in Texas, and their feelings about their choices as children entered secondary grades. Analysis of parents’ lived experiences revealed that D/discourses about ability and language intersected with parents’ funds of knowledge (FoK) to influence their decisions about language programs. Findings show parents who chose DLBE believe it helped their children become proudly bilingual and bicultural. This research demonstrates possibilities for the inclusion of MLwDs engaged in DLBE into the secondary grades.
Fields of Study & Subjects
Multilingual Education and Policy
Hearing Impairment and Communication
Second Language Learning and Teaching
Publication details
- Journal / source
- Bilingual Research Journal
- Volume
- 49
- Issue
- 1
- Pages
- 62–76
- Publication date
- 2 January 2026
- Language
- EN