This dissertation investigates the educational practices surrounding English Learners (ELs) with disabilities, a unique population of learners who are not only acquiring English as a Second Language (ESL) but also have an institutionally identified disability. Possessing these characteristics, these learners are located at an intersection--the intersection of minority social categories and the intersection of two disciplines, special education and ESL. This intersection is the source of educational ambiguity; namely educators are left wondering how they can possibly target the heterogeneous learning needs of these students within the course of any given school day. Employing ethnographic methodology, this dissertation was designed as a vertical case study of two elementary schools within Pennsylvania. With over a year of observations, 40 interviews, and artifact collection, this dissertation draws on intersectionality for its theoretical underpinnings to investigate the educational practices of service provision for ELs with disabilities. More concretely, it examines how institutional factors and personnel's beliefs construct and even limit the opportunities ELs with disabilities are offered within their learning contexts. It argues that second language (L2) identities are erased during service delivery practices through specific institutional and ideological factors, so that in effect, ELs with disabilities become learners with disabilities. Further, this dissertation questions the de facto policy of eliminating ESL services for special education with the understanding that such practices fail to address the multidimensionality of these learners while simultaneously circumventing educational law. / Teaching & Learning
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/3086 |
| Date | January 2015 |
| Creators | Kangas, Sara E.N. |
| Contributors | Kanno, Yasuko, 1965-, Tincani, Matt, Cucchiara, Maia Bloomfield, Najera, Kristina, Flores, Nelson, 1981- |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 271 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/3068, Theses and Dissertations |
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