2026-09-20T15:48:07Zhttps://digital.lib.washington.edu/server/oai/request

oai:digital.lib.washington.edu:1773/489222026-02-16T02:16:12Zcom_1773_4888col_1773_4914

Hudson, Roxanne McGraw, Melissa 2022-07-14T22:09:05Z 2022-07-14T22:09:05Z 2022-07-14 2022 McGraw_washington_0250E_24486.pdf http://hdl.handle.net/1773/48922 Thesis (Ph.D.)--University of Washington, 2022 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. application/pdf en_US none coaching disability multilingual learners professional development special education translanguaging Special education Bilingual education Teacher education Education - Seattle Promoting Translanguaging in Special Education Classrooms Through Coaching Thesis Open Access open.access