Advertisement

Contemporary School Psychology

, Volume 23, Issue 1, pp 3–9 | Cite as

White Paper: the Provision of School Psychological Services to Dual Language Learners

  • Carol Robinson-ZañartuEmail author
  • Cathi Draper Rodríguez
  • Pedro Olvera
Article
  • 9 Downloads

Abstract

School psychologists are increasingly tasked with assessing, supporting, and intervening with dual language learner (DLL) students, their teachers, and their families. Understanding the assets of bilingualism along with multiple issues associated with comprehensive practice with DLL has become paramount. Currently, practitioners often lack the depth in knowledge of cultural variables, dual language acquisition, knowledge of programs to effectively serve DLL students, bilingual assessment, and research and evidence-based practice to serve DLLs competently, as well as depth in second language competence. This white paper, endorsed by the School Psychology Educators of California (SPEC) and the California Association of School Psychologists (CASP), outlines areas of competence deemed to be essential to all psychologists, as well as additional areas of competence for practitioners identifying themselves bilingual school psychologists.

Keywords

School psychology Dual language learners Best practice 

Notes

Acknowledgements

The authors gratefully acknowledge the input and endorsement of the School Psychology Educators of California, and of the Board of the California Association of School Psychologists.

References

  1. Aganza, J., Godinez, A., Smith, D., Gonzalez, L., & Robinson-Zañartu, C. (2015). Using Cultural Assets to Enhance Assessment of Latino Students. Contemporary School Psychology (Springer Science & Business Media B.V, 19(1), 30.  https://doi.org/10.1007/s40688-014-0041-7.CrossRefGoogle Scholar
  2. Bhattacharjee, Y. (2012). Why bilinguals are smarter. New York Times. Retrieved from: http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html.
  3. Bialystok, E. (1999). Cognitive complexity and attentional control in the bilingual mind. Child Development, 70(3), 636–644.  https://doi.org/10.1111/1467-8624.00046.CrossRefGoogle Scholar
  4. California Department of Education. (2017). Dataquest [Data file]. Retrieved from http://dq.cde.ca.gov/dataquest/lc/NumberElState.asp?Level=State&TheYear=2015-16
  5. Child Trends. (2014). The academic achievement of English language learners. Retrieved from https://www.childtrends.org/publications/the-academic-achievement-of-english-language-learners/.
  6. Cook-Morales, V. J. (1994). Bilingual Hispanic Project in School Psychology. A proposal to the US Department of Education, Office of Special Education. San Diego State University Foundation. San Diego, CA.Google Scholar
  7. Cook-Morales, V. J. (2009). Beyond “bilingual” in bilingual school psychology: Implications for preservice specialization. Trainers Forum, 28, 20.Google Scholar
  8. Cummins, J. (1984). Bilingual Education and Special Education: Issues in Assessment and Pedagogy San Diego: College Hille.Google Scholar
  9. El Yaafouri-Kreuze, L. (2017). How home visits transformed my teaching. Educational Leadership, 75, 20–25.Google Scholar
  10. Fernandez, N., & Inserra, A. (2013). Disproportionate classification of ESL students in US Special Education. Teaching English as a Second or Foreign Language: The Electronic Journal for English as a Second Language, 17(2).Google Scholar
  11. Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? New York: Teachers College Press.Google Scholar
  12. Hopstock, P. J., & Stephenson, T. D. (2003). Analysis of Office for Civil Rights data related to LEP students. Washington, DC: Development Associates.Google Scholar
  13. Ingraham, C. I. (2000). Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools. School Psychology Review, 29, 320–343.Google Scholar
  14. Ingraham, C. I., & Oka, E. R. (2006). Multicultural issues in evidence-based interventions. Journal of Applied School Psychology, 22, 127–149.CrossRefGoogle Scholar
  15. Jasis, P., & Ordoñez-Jasis, R. (2004). Convivencia to empowerment: Latino parent organizing at La Familia. The High School Journal, 88, 32–42.CrossRefGoogle Scholar
  16. Klingner, J., & Eppollito, A. (2014). English Language Learners: Differentiating between language acquisition and learning disabilities. New York: Council for Exceptional Children.Google Scholar
  17. Marian, V. & Shok, A. (2012). The cognitive benefits of being bilingual. Cerebrum. Retrieved from http://dana.org/Cerebrum/Default.aspx?id=39483.
  18. Miranda, A. H. (2016). Consultation across cultural contexts: Consultee-centered case studies. New York: Routledge.Google Scholar
  19. National Association of School Psychologists. (2015). The provision of school psychological services to bilingual students [Position statement]. Bethesda, MD: Author.Google Scholar
  20. National Center for Education Statistics (NCES). (2014). Fast facts. Washington, DC: Government Printing Office.Google Scholar
  21. National Center for Education Statistics (NCES). (2017). Fast facts. Washington, DC: Government Printing Office.Google Scholar
  22. National Center on Cultural and Linguistic Responsiveness (n.d.). The benefits of being bilingual. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic.
  23. National Clearinghouse for Bilingual Education (2000). The benefits of being bilingual. Retrieved from https://www2.ed.gov/documents/early-learning/talk-read-sing/bilingual-en.pdf.
  24. National Conference of State Legislatures (2018). Dual and english-language learners. Retrieved January 19, 2019 from http://www.ncsl.org/research/education/english-dual-language-learners.aspx.
  25. Ortiz, S. O. (2009). Bilingual-multicultural assessment with the WISC-IV. In D. P. Flanagan & A. S. Kaufman (Eds.), Essentials of WISC-IV assessment (2nd ed., pp. 295–309). Hoboken: Wiley.Google Scholar
  26. Park, M. S. (n.d.). Code-switching and translanguaging: Potential functions in multilingual classrooms. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 13, 50–52. Retrieved from https://journals.cdrs.columbia.edu/.
  27. Park, M., O’Toole, A., & Katsiaficas, C. (2017). Dual language learners: a national demographic and policy profile. Washington, DC: Migration Policy institute.Google Scholar
  28. Razo, N. P. (2004). The representation of migrant students in special education in the state of Texas. Doctoral dissertation. Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2802.
  29. Sparks, S. D. (2016). Teaching English Language Learners: What does the research tell us? Education Week. Retrieved from https://www.edweek.org/ew/articles/2016/05/11/teaching-english-language-learners-what-does-the-research.html#.
  30. Sullivan, A. L. (2011). Disproportionality in special education identification and placement of English language learners. Exceptional Children, 3, 317.CrossRefGoogle Scholar
  31. Sullivan, A. L., & Proctor, S. L. (2016). The shield or the sword? Revisiting the debate on racial disproportionality in special education and implications for school psychologists. School Psychology Forum, 10(3), 278–288.Google Scholar
  32. Thiers, N. (2017). Unlocking families’ potential: A conversation with Karen L. Mapp. Educational Leadership, 75, 40–45.Google Scholar
  33. Tucker, G. R. (2001). A global perspective on bilingualism and bilingual education. In D. Tannen & J. E. Alatis (Eds.), Linguistics, language and the real world: discourse and beyond (pp. 332–340). Georgetown University Round Table on Languages and Linguistics Washington, DC: Georgetown University Press.Google Scholar
  34. Wilder, S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educational Review, 66(3), 377–397.CrossRefGoogle Scholar
  35. Zelasko, N., & Antunez, B. (2000). If your child learns in two languages. National Clearinghouse for Bilingual Education. Retrieved from http://www.ncela.gwu.edu/files/uploads/9/IfYourChildLearnsInTwoLangs_English.pdf.

Copyright information

© California Association of School Psychologists 2019

Authors and Affiliations

  • Carol Robinson-Zañartu
    • 1
    Email author
  • Cathi Draper Rodríguez
    • 2
  • Pedro Olvera
    • 3
    • 4
  1. 1.Department of Counseling and School PsychologySan Diego State UniversitySan DiegoUSA
  2. 2.Department of Education and LeadershipCalifornia State University Monterey BaySeasideUSA
  3. 3.Brandman UniversityIrvineUSA
  4. 4.Department of School Counseling and School PsychologyAzusa Pacific UniversityAzusaUSA

Personalised recommendations