A Framework for Bilingual School Consultation to Facilitate Multitier Systems of Support for English Language Learners

ABSTRACT

Bilingual students comprise a substantial and growing proportion of U.S. school enrollment and often experience unsatisfactory school outcomes attributed to limited opportunities to learn. Bilingual consultants have the unique opportunity to shape school psychological services and general education supports for all bilingual students by working with monolingual professionals and stakeholders to improve the instructional and mental health services provided to bilingual students, particularly English language learners. In this article, we provide a framework for integrated individual and systemic bilingual school consultation that extends existing consultation models. Specifically, we (a) compare the proposed framework to existing consultation models, (b) identify core competencies for bilingual consultants, (c) describe how the bilingual consultant can contribute to multitier systems of support responsive to the needs of all students, and (d) offer a case study of implementation of the framework. Implications for professional development and research are addressed.

Additional information

Notes on contributors

Bryn Harris

Bryn Harris, PhD, NCSP, is an associate professor in the School Psychology doctoral program in the School of Education and Human Development at the University of Colorado Denver. Her primary research interests include the psychological assessment of bilingual learners, health disparities among bilingual children, particularly those with autism spectrum disorder, culturally and linguistically diverse gifted populations, and improving mental health access and opportunity within traditionally underserved school populations. Dr. Harris is the director and founder of the Bilingual School Psychology program at the University of Colorado Denver.

Amanda L. Sullivan

Amanda L. Sullivan, PhD, is an associate professor of Educational Psychology and coordinator of the School Psychology program at the University of Minnesota. Her research focuses on describing special needs among children from culturally and linguistically diverse backgrounds and understanding the educational and health services they receive. Dr. Sullivan is particularly interested in elucidating disparities in the educational treatment and outcomes of students with and at-risk for disabilities and identifying malleable factors related to outcomes in order to inform policy and practice to better support students’ educational needs.

Note: The authors report that, to the best of their knowledge, neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.