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Dual Language Learners With Disabilities: Strategies Through Education and

Music

Kelsie Painter Everson

Department of Education, Valdosta State University

SPEC 2000 IC

Dr. Sharon G. Dodds

January 31st, 2023

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Dual Language Learners With Disabilities: Strategies Through Education and Music

Robert Stechuk states that, “The term dual language learner is meant to emphasize the

importance of both languages to the child's development,” (IRIS Center). Dual language learner

refers to a young child who has learned or is learning multiple languages from birth to three

years of age. Children who are DLL’s (dual language learners) and who also have disabilities are

most importantly to be seen as children who are capable and can be successful in learning

another language.

Key attributes that must be taken away in processing whether a child who is a DLL has a

disability or not must consider five important questions as posted from the Iris Center. These five

questions not only help to distinguish if the young child has a disability, but it also helps to

isolate if the issues that are being noticed are simply just from learning a second language.

To work effectively with students who are dual language learners and who also have a

disability, educators must understand that the path to success for these students starts with

educators believing in their ability to be successful. Educators must also understand and

recognize the difference between a disability and a language difference. While the two present

themselves in young children in a similar way, there are key factors that help educators to

identify what is best for the child. Such factors as outlined by the Iris Center include, seeing if

the delay is present in both the native and second language, if there are other problems going on

at home or in other settings, if developmental strategies have been delivered systematically, and

if those strategies have made a difference in the child's learning. The Iris Center states that, “...a

child’s developmental delay or disability will be observable in both languages and across

multiple settings.” Early childhood educators who see children that are behind developmentally,

socially, or emotionally, must consider if the child is lagging due to the other presented language.
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If this identification is the result of dual language alone, then developmental progress should

occur. If the child should not be showing signs of developmental progression, then it is

appropriate to proceed with the hypothesis that the child could have a disability as well. Irlanda

Jimenez, multicultural coordinator and bilingual/ESL Teacher from Urbana Early Childhood

Schools states that she asks parents if these issues are present in their child's native language, as

well as their second. If the answer is yes then further evaluation can be warranted for that

student. Form of identification include screenings which assess a child’s development and

milestone completion. If the student is behind in areas that are typical indicators of a learning

disability, then further evaluations must be made. Under the protection of the Individuals with

Disabilities Education Act, if an educator suspects a DLL student to have a disability, they must

be evaluated in a timely manner. This ensures that the student is given fair access to all tools and

resources, and it also allows for educators to benefit the students in a way that is best suited for

them. A common issue found across the board is that while RTI is effective for students with

disabilities without having a second language, the methods that are necessary for DLL’s are,

“...limited by the classroom teachers knowledge and ability to provide language supports for

DLLs,” (Midwest and Plains Equity Assistance Center, 2019). Students who present a disability

and are dual language learners are commonly found to lag behind their peers in academic and

language outcomes, but perform better on language and cognitive development, despite their

disability (Iris Center). Knowing these things regarding dual language learners helps to prepare

both the student and the teacher for a successful education in and out of the classroom.

Discussion

Working With Students and Families of Dual Language Learners With Disabilities
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The biggest challenge in working with DLL students with a disability is navigating

working alongside the family. While many parents of children who have a disability want what is

best academically and socially for their child, the issues presented in these cases can be found in

language barriers, financial issues, and the overall stress that having a child with a disability can

bring to a family. Learning the culture and the language that the family speaks is important

because it connects the teacher to the student outside of the classroom.

For some families, an obstacle that a teacher might find themselves to face would be the

families cultural view on the child's disability. For many cultures, disabilities are often seen as

punishments for things that have happened in the past or signs of enharmonic balance with the

spirits. In the Western world, disabilities are viewed as, “...set of abilities and characteristics that

vary from the norm in the limitations they impose on independent participation and acceptance in

society,” (Caring for Kids New To Canada). In order to work effectively alongside families of

different cultures, it is important for educators to be mindful of what their culture thinks on

disabilities. These challenges can place a barrier between healthcare specialists and the child,

creating tension between the family and educators based on differences in how the child's

disability should be handled based on cultural practices. It is important for educators to respect

the culture from which the family comes from, but to also recognize effective ways to promote a

healthy relationship in education for both the child and their family.

In learning the language, educators must be able to willingly try to understand key points

of the native language at hand, while also trying to promote the other language which the child

speaks. For some, learning a new language is a challenge in itself, and to work alongside a child

who not only speaks primarily a different language but who also has a disability can prove to be

a task not many educators are prepared for. The teacher should be involved in the homelife of the
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child to see what the child is being exposed to for the majority of their day. Not only does this

better help prepare the teacher for planning their next step in the child’s education, but it also

gives the educator an opportunity to learn the language through hands-on experience. Picking up

key words and phrases also shows families that someone is actively invested in them and their

child, and it promotes a healthy relationship with teacher, parent and student.

Strategies for Teachers of Dual Language Learners With a Disability

Educators must have strategies for working with children who are dual language learners

and have a disability.For many educators, this looks like formulating a curriculum to benefit and

include the student while promoting a healthy educational development in both the classroom

and at home. According to the Iris Center, these unique strategies are maintaining the home

language, having open communication with the family, and using effective instructional

strategies.

Maintaining the home language is more than just learning the language and knowing the

child can speak and or understand it. Maintaining the home language consists of implementing a

culturally relevant pedagogy, differentiating instruction, building on the linguistic and cultural

resources, and understanding support systems (Midwest and Plains Equity Assistance Center,

2019). For many children, their home language represents their heritage and cultural background.

Fostering a love for that child's native language through literary studies, geography, music, and

history will support the student in areas that may be affected by a disability such as

social-emotional development and cognition. The use of incorporating the native language in a

child’s studies according to the Iris Center boosts the child’s pride and association with the native

language which then in turn boost their own self-identity. The Iris Center states, “Bilingual

students are generally flexible thinkers and problem solvers and have an easier time
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understanding math concepts and solving word problems.” Presenting an effort to maintain the

home language also begins the collaboration with the families.

In order for a child’s parent to be involved and active in their education, the system itself

must be willing to be involved with the parent. By communicating directly to the parents about

what is taking place in their child’s education also opens the door for language barrier

breakthroughs between all parties and a collaborative plan for education both in school and at

home. Educators should be willing to learn about the family and their child's specific needs

through the family themselves. This not only builds trust between both parent and educator, but it

also ensures that the adults present in the child's life are heavily invested in their education and

well being. The Iris Center discusses a few things that teachers should be involved in which

includes knowing a few key phrases from the native language, working with an interpreter when

necessary, and actively involving the parents in the classroom for the benefit of the child. The

educator should also know what the child's routine and homelife is like. These elements help the

instructor plan for what is going to effectively benefit the student, and if the teacher is involved

in the homelife routine, they can offer tools and educational opportunities to parents that will

promote success in the child’s life through every setting. By having an open communication and

involvement with the family, teachers are more invested in ways that can help that individual

student prosper, instead of looking at where the child should be in relation to their peers.

Using effective instructional strategies looks different for every child, but especially

different in children who are DLL’s and have a disability. The teacher must be willing to try

strategies that may not be commonly found among other students, but are more tailored to more

diverse needs. According to the Iris Center, one of the most important strategies to use is to have

a creative and supportive environment in the classroom. The purpose in creating an environment
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as such is to, “promote a sense of community, and are responsive to the needs of all children,

including young DLL children with disabilities,” (Iris Center). The DEC also recommends three

specific points for young children with DLL’s that include having support in natural and

inclusive environments that promote the child's involvement in learning experiences, the use of

educators, parents, and specialist to modify and adapt environments for the child’s educational

benefit, and to have environments specifically for physical activity. These three points are an

outline to what each educator should be striving for in their curriculums with children who are

DLL’s with a disability. The purpose of crafting these environments is to promote the

development in all areas of a young child’s life and offer tools to promote development despite

their disability and to nurture both their first and second language. In a classroom, these

strategies can look like having visual support throughout the classroom, involving peers in

support and interaction, using the home language, and having both traditional and non-traditional

materials.

One of the most important strategies for teaching dual language learners with a disability

is to have individualized instruction that is specifically tailored toward that student's needs. The

Early Childhood and Knowledge Learning Center offers a plan for such personal instruction

which includes home visit time and an addition of an activity matrix which promotes

opportunities to practice routine skills. The home visits not only support teachers in planning

what the matrix should look like for that student, but it also helps teachers develop a matrix for

the home as well, keeping the child on a schedule and routine tailored to their needs that

promotes their development.

For educators, a large component of teaching dual language learners with disabilities is

the ability of being flexible. While teachers can plan for a student, they never are guaranteed to
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know what is going to work for that student versus what does not. If the student is succeeding

using one method and accomplishing the task at hand, the teacher must move on to the next goal.

Should the student not be receiving the instruction well, the teacher must be able to change

strategy for the benefit of the student and the functionality of the classroom.

Music and Dual Language Learners With a Disability

In a music classroom, the opportunity to present languages is endless, but must be done

so in a way that is beneficial to all students. Through the use of music from different cultures,

students can find ways to express themselves and continue to use their native language. For

younger children, music can be used as a form of therapy to further develop skills in children

who are dual language learners with a disability. These skills range from motor, social, speech

and cognitive. Through music, children who struggle with fine motor skills can find

improvement through instrument playing. Introducing instruments native to the countries from

which their native language is from is a great way to incorporate both cultures for the child. For

social skills, music offers the ability to create different scenarios that can be tailored to the child

based on their needs. These songs, which can promote routine steps, can be sung in the child's

native language. Having a song with an easy melody to follow also can improve family

involvement in the child’s education as the song can be sung at home, giving the child a

consistent routine. Cognitive skills can be built using songs as well, having the child sing names

or academic information to an easy melody in both their native and second language which

continues the promotion of development.

Across the board, music is used as a tool to help children develop in ways that they would

not be able to apart from music. Research has shown that music enhances memory, language

learning skills, and an increase in IQ (The Benefits of Music Education, 2012). For students who
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speak a different language or multiple languages, music is an easy way to further their education

in languages. Through the use of different composers from different countries such as Mozart,

Duparc, Rachmaninoff, Haydn, or Antonio Soler offers a well rounded opportunity for language

learning to students of all abilities. Through the use of music of different languages, children are

learning about their culture and the history of their culture without even realizing it. Parents are

also able to continue their child's education at home through simply playing music they like

throughout the day. By giving children the necessary tools of being able to recognize music and

words they hear in the songs offers a growth of language that cannot be done alone through only

speech. Through music, it also offers the teacher a chance to bond with the student and grow in

the language themselves, putting certain words to certain melodies and having something in

common with the student in their native language.

“Music can often be the key that unlocks the door to learning for children who think

outside of the box,” (Michelle Lazar, 2014). For children who have a disability, music is an outlet

and a strategy in itself to promote an equal educational opportunity for all. Incorporating visual

supports have proven an increase in comprehension, giving students tools that they can use

throughout their lifetime to achieve things they may not have imagined. Music also gives

teachers other tools to use throughout the classroom to help students. By singing songs on

instructions or using rhythm to count or spell can be beneficial for students of all abilities. Music

is a universal language, and through that the possibilities for all students are endless
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References

Baxter, C., & Mahoney, W. (2018, March). Developmental Disability Across Cultures.
Caring for kids new to Canada. Retrieved January 31, 2023, from
https://kidsnewtocanada.ca/mental-health/developmental-disability

Big 5 For All And Children With Disabilities Who Are Dual Language Learners. ECLKC.
(2022, July 26). Retrieved January 31, 2023, from
https://eclkc.ohs.acf.hhs.gov/children-disabilities/article/big-5-all-children-disabiliti
es-who-are-dual-language-learners

Brown, L. L. (2012, May 7). The Benefits of Music Education. PBS. Retrieved January 31,
2023, from https://www.pbs.org/parents/thrive/the-benefits-of-music-education

Dual Language Learners With Disabilities: Supporting Young Children In The Classroom.
IRIS Center. (n.d.). Retrieved January 31, 2023, from
https://iris.peabody.vanderbilt.edu/module/dll/cr_assess/#content

González, T., & Roberts, K. (2019, August 31). Dual Language Learners With Disabilities:
A Visual Data Tool For The Critical Educator. Equity Assistance Center Region III,
Midwest and Plains Equity Assistance Center. Retrieved January 31, 2023, from
https://eric.ed.gov/?q=language%2B&ft=on&pg=257&id=ED623002

Guy, J., & Neve, A. (2005). Music Therapy & Learning Disabilities Fact Sheet. Retrieved
January 31, 2023, from
https://www.themusictherapycenter.com/wp-content/uploads/2016/11/mtcca_learni
ngdisabilities.pdf

Individuals With Disabilities Education Act (IDEA). Individuals with Disabilities

Education Act. (2023, January 30). Retrieved January 31, 2023, from
https://sites.ed.gov/idea/

Lazar, M. (2014, September 18). It's A Snap! 4 Ways To Use Music With Special Needs
Students. Edutopia. Retrieved January 31, 2023, from
https://www.edutopia.org/blog/music-with-special-needs-students-michelle-lazar

Rodriguez, D. (2019, December 19). Teaching Bilingual Learners With Disabilities In An

Integrated Co-Teaching Dual Language Program. Colorín Colorado. Retrieved
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https://www.colorincolorado.org/article/teaching-bilingual-learners-disabilities-inte
grated-co-teaching-dual-language-program
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