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

ABSTRACT

TrUDL is a pedagogical approach that considers the intersections of translanguaging and Universal Design for Learning (UDL) to support the needs of students in any classroom, but especially emergent multilinguals labeled as disabled (EMLADs). In this article, we offer tools to help educators ensure their lessons support the full communicative repertoire and learning strengths, needs, and preferences of their EMLADs. Educators must self-assess to ensure they do not fall into the trap of UDL OR multilingual supports, and instead integrate multimodal, multilingual, and culturally responsive strategies for all learners. We present a range of mechanisms for educators to evaluate and improve their lessons, including culturally relevant questions for exploratory interviews with families; approaches to languaging in classrooms; reflections on the intersections of racialization and disablement; and ensuring that the cultural responsiveness of the curriculum supports students’ holistic growth and success.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional resources

1. Baker-Bell, A. (2020). Linguistic justice: Black language, literacy, identity, and pedagogy. Routledge.

This book defines linguistic justice in the context of Black language in the United States. Baker-Bell invites readers to rethink how language is taught, policed, and celebrated in pedagogical contexts.

2. Celic, C. M., & Seltzer, K. (2013). Translanguaging: A CUNY-NYSIEB Guide for Educators. Cuny-Nysieb.

 This Guide offers educators layered definitions of translanguaging and practical strategies for engaging and uplifting translanguaging in their classrooms. Educators will read examples of translanguaging in action and gain tools for rendering their own classrooms and pedagogies more inclusive for all forms of student expression and engagement.

3. Martínez-Álvarez, P. (2023). Teaching emergent bilingual students with dis/abilities: Humanizing pedagogies to engage learners and eliminate labels. Disability, culture, and equity series. Teachers College Press.

 This book addresses the experiences of elementary school students at the intersections of emergent bilingualism and disability. Centered on elementary school teachers’ experiences and practices, this book offers insights into how educators can design holistic instruction and learning spaces to humanize and support their emergent bilingual students with disabilities.