This white paper reviews evidence concerning the capacity of young learners with disabilities to acquire more than one language during the preschool and school years and the characteristics of dual language programs and classroom instruction and intervention practices that support their language development, learning, and well-being in school.
Údair: National Dual Language Forum www.cal.org/ndlf/
Sa pháipéar seo, déantar athbhreithniú ar an taighde a bhaineann le cumas páistí agus daoine óga a bhfuil RSO acu breis agus teanga amháin a fhoghlaim ag leibhéal na réamhscoile agus na scoile. Roinntear cleachtais ann freisin a thacaíonn le forbairt teanga, foghlaim agus folláine ar scoil. Tá go leor eolais úsáideach ann agus d’fhéadfadh roinnt de bheith an-luachmhar do thuismitheoirí nó le roinnt ar dhaoine proifisiúnta éagsúla.
“. . . exposure to and acquisition of two languages during the preschool years does not jeopardize the language development of dual language learners with developmental disorders, including DLD (developmental language disorders), autism, and DS (Down syndrome), in comparison to that of monolingual children with similar developmental disorders. […]
There is no scientific evidence to date to justify educational policies or practices that limit the access of bilingual learners with disabilities to dual language education on the grounds that it exceeds their neurocognitive capacity.
Students in dual language programs attain significantly higher levels of bilingual proficiency than similar students in monolingual programs. In particular, students who speak a minoritized L1 are able to attain the same, or even higher, level of proficiency in the majority language and in academic domains as similar students with similar disabilities in monolingual programs.”