Don't Underestimate, Shortchange ELLs With Disabilities, Kangas Argues
Some educators feel bilingualism is "too lofty a goal" for English-language learners with disabilities, an attitude that could limit the educational trajectory of an already underserved population, a Lehigh University study found.
During a seven-month ethnographic study, Sara Kangas, an applied linguist and assistant professor in Lehigh's College of Education, found that some educators did not prioritize language services for ELLs because they had low expectations for the students.
"This underscores the necessity for teacher education programs to work towards systematically dismantling these perceptions through curricula," Kangas wrote in her study. "If teachers working in the capacity of language believe ELLs are semilinguals, then the possibility of high expectations for academic and linguistic development of these students is grim."
More about Dr. Sara Kangas
As an applied linguist, Dr. Kangas researches the educational experiences of English learners (ELs) with disabilities. Focusing on K-12 contexts, she is particularly interested in understanding how schools can create learning environments that support both the linguistic and academic needs of these learners. Dr. Kangas’ research also examines how educational equity for ELs with disabilities intersects with language policies and institutional structures.