A Theoretical Framework for Bilingual Special Education

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Abstract
This article outlines a theoretical matrix for conceptualizing issues within the emerging field of bilingual special education. Among current issues are the difficulty of distinguishing genuine learning disabilities from second-language-acquisition problems, nondiscriminatory assessment of language and intellectual skills, the effects of bilingual interactions in home and school, and appropriate forms of pedagogy and intervention for at-risk minority students and those with disabilities. These issues are discussed in relation to the nature of language proficiency and intellectual development, the sociology of dominant-subordinate group interaction, and models of teaching and learning.