Attending to Disability in TESOL: A Case of Patterned Inequities
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| Title: | Attending to Disability in TESOL: A Case of Patterned Inequities |
|---|---|
| Language: | English |
| Authors: | Sara E.N. Kangas (ORCID |
| Source: | TESOL Quarterly. 2026 60(2):668-682. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Disabilities, Second Language Instruction, English (Second Language), Equal Education, Educational Research, Language Research, Scholarship, Educational Trends, Bilingual Students, Students with Disabilities |
| DOI: | 10.1002/tesq.70119 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | This article in the special issue commemorating "TESOL Quarterly's" anniversary documents that scholarship in the intersection of TESOL and disability is a relatively newer phenomenon. It draws on scholarship from "TESOL Quarterly" and the field more broadly to illuminate how research, although emergent, points to an alarming trend: that multilingual learners (MLs) with disabilities experience repeated, predictable compromises to their language learning opportunities in their K-12 education. These patterned inequities surface across scholarship in the journal and field, highlighting how MLs with disabilities have diminished access to opportunities that would advance their multilingual and academic growth. The article further discusses the common conceptual and methodological approaches used in prior scholarship that elucidate these inequities. It also provides implications of challenging patterned inequities for MLs with disabilities in TESOL through pedagogy and future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505747 |
| Database: | ERIC |
| Abstract: | This article in the special issue commemorating "TESOL Quarterly's" anniversary documents that scholarship in the intersection of TESOL and disability is a relatively newer phenomenon. It draws on scholarship from "TESOL Quarterly" and the field more broadly to illuminate how research, although emergent, points to an alarming trend: that multilingual learners (MLs) with disabilities experience repeated, predictable compromises to their language learning opportunities in their K-12 education. These patterned inequities surface across scholarship in the journal and field, highlighting how MLs with disabilities have diminished access to opportunities that would advance their multilingual and academic growth. The article further discusses the common conceptual and methodological approaches used in prior scholarship that elucidate these inequities. It also provides implications of challenging patterned inequities for MLs with disabilities in TESOL through pedagogy and future research. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70119 |
