This study examines three preschool educators’ perspectives and experiences implementing Spanish-English dual language bilingual education (DLBE) for young emergent multilinguals with disabilities (EMwDs) for the first time. Inclusive DLBE can provide both linguistic and disability-related support to EMwDs. However, several barriers, such as misconceptions about EMwDs’ bilingualism, the competing nature of educational support for disability and linguistic needs, and inadequate DLBE infrastructure, hinder their access to inclusive DLBE. Given the limited research conducted in DLBE for EMwDs, this study aims to contribute to this underexplored field. We used sociocultural theory and boundary crossing as theoretical frameworks to explore how educators’ new experiences implementing DLBE for EMwDs influenced their perspectives. This study took place in two developmental preschool DLBE classrooms located in an urban school district in Arizona. One bilingual lead teacher, one bilingual paraprofessional, and one monolingual paraprofessional, and their ten culturally, linguistically, and ability diverse students participated in this study. The primary data for this study consisted of 12 semi-structured interviews. The data were analyzed using a constant-comparative method as a recursive and iterative process. The findings revealed that educators’ perspectives evolved from concerns and uncertainty to recognizing benefits as they made sense of their new experiences. The last theme focused on educators’ perspectives and factors impacting the bilingualism of EMwDs. They observed all EMwDs’ developing bilingualism, particularly Spanish-dominant EMwDs. The duration of bilingual exposure and continuation of DLBE were described as some factors impacting EMwDs’ bilingualism.

中文翻译：

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学前教育工作者为新兴的多语残疾学生实施双语双语教育的观点和经验


本研究考察了三位学前教育工作者首次为年轻的新兴残疾多语言 （EMwD） 实施西班牙语-英语双语双语教育 （DLBE） 的观点和经验。包容性 DLBE 可以为 EMwD 提供语言和残疾相关支持。然而，一些障碍，例如对 EMwD 双语能力的误解、对残疾和语言需求的教育支持的竞争性质以及 DLBE 基础设施不足，阻碍了他们获得包容性 DLBE。鉴于 DLBE 对 EMwD 进行的研究有限，本研究旨在为这个未充分开发的领域做出贡献。我们使用社会文化理论和边界跨越作为理论框架，探讨教育工作者为 EMwD 实施 DLBE 的新经验如何影响他们的观点。这项研究在位于亚利桑那州一个城市学区的两个发展性学龄前 DLBE 教室进行。一名双语主任教师、一名双语辅助专业人员和一名单语辅助专业人员，以及他们的十名文化、语言和能力不同的学生参与了这项研究。本研究的主要数据包括 12 次半结构化访谈。使用常数比较方法作为递归和迭代过程对数据进行分析。研究结果表明，教育工作者在理解新体验时，观点从担忧和不确定性演变为认识到好处。最后一个主题侧重于教育工作者的观点和影响 EMwD 双语能力的因素。他们观察到所有 EMwD 都在发展双语，尤其是以西班牙语为主的 EMwD。双语暴露的持续时间和 DLBE 的持续性被描述为影响 EMwD 双语能力的一些因素。