Diverse Learners Top Hat Organizer

Article One: Article Two:

Menken, K. (2013). Emergent Bilingual Students
in Secondary School: Along the Academic
Language and Literacy Continuum.
Language Teaching, 46, pp 438-476 doi:10.1017/
S0261444813000281.
In this article, Kate Menken provides a
comprehensive review of the current state of
research on Emergent Bilinguals in Secondary
Education. Her review shows a trend toward
ineffective monolinguist techniques being used
in schools. She recommends translanguaging in
the education of Emergent Bilinguals as a
technique for application and further research.
Armstrong, T. (2017). Neurodiversity: THE
FUTURE OF SPECIAL EDUCATION? Educational
Leadership, 74(7), 10–16.
Here, Thomas Armstrong introduces the concept
of neurodiversity as a new approach to special
education. As a strength-based model,
neurodiversity proposes educators focus on
diagnosed students as assets rather than
deficits to the classroom. We will create more
inclusive learning environments when we are
able to embrace all students as valuable
members of the class.

Similarities

Both articles promote the use of special education and inclusionary practices in the general education
classroom. They also advocate certain techniques to achieve this goal and areas for further research.
Additionally, the articles focus on Secondary Education.

My Thoughts

As Menken notes, although there is little research on the effects of the technique, translanguaging has
appeared to be effective at achieving academic language and literacy goals for Emergent Bilingual students.
Also, I believe the model of neurodiversity presented by Armstrong is a necessary path forward for special
education.