Promoting Translanguaging in Special Education Classrooms Through Coaching

Abstract

Multilingual learners labeled as disabled have less access to bilingual educational programming compared to their nondisabled peers. As well, special education teachers have not been prepared to support multilingual learners. Therefore, the present study examined whether coaching may be an effective form of professional development for special education teachers to begin using translanguaging during literacy instruction using mixed methods single case research. Qualitative methods were used to understand teachers’ language ideologies and instructional approaches to supporting language development. Multiple baseline across participants design was then applied to determine the effects of a combined workshop and coaching professional development intervention on three special education teachers’ literacy instruction, all of whom provided English-medium instruction. Findings indicated that many factors contributed to special education teachers’ application of translanguaging.