Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning-Reference-Cited by-同舟云学术

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Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning

Published:2024-06-21 Issue: Volume: Page:1-19
ISSN:0040-5841
Container-title:Theory Into Practice
language:en
Short-container-title:Theory Into Practice

Author:

Padía Lilly¹^ORCID,Cioè-Peña María²^ORCID,Phuong Jennifer³^ORCID

Affiliation:

1. Raciolinguistic Justice in Early Childhood Teacher Education, Erikson Institute, Chicago, Illinois, USA

2. Educational Linguistics, University of Pennsylvania, Philadelphia, Pennsylvania, USA

3. Educational Studies, Swarthmore College, Swarthmore, Pennsylvania, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/00405841.2024.2355843

Reference37 articles.

1. Translanguaging using technology: Supporting translanguaging practices in the middle school science classroom;Allman K. R.;Science Scope,2021

2. Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

3. Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts

4. Bryan-Gooden, J., Hester, M., & Peoples, L. Q. (2023). Culturally responsive ELA curriculum scorecard. Metropolitan Center for Research on Equity and the Transformation of Schools, New York University.

5. CAST. (2020 October 6). CAST announces a community-driven process to update UDL guidelines. cast.org.

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