Apart from all the advantages of dual language learning, bilingual children may face difficulties during the education process. It relates especially to those who start studying the English language at kindergarten or school where the majority of other children can already speak it. Dual language learners, in that case, may feel lost and excluded from the communication and education process due to their weak command of the English language. At the same time, the experience of communicating with English speakers may provide opportunities for them to develop proficiency in the English language (State Advisory Council on Early Learning and Care, 2013). Hence, the teacher should create an inclusive environment in class to ensure that all the students are active participants in the education process.
An inclusive environment may be beneficial for both disabled and non-disabled children since it fosters their communication and mutual influence that may prove beneficial for each group. When speaking about dual language learners, it is necessary to mention that the standard practices of creating an inclusive environment in class work for them as well (Kuder, 2018).
Hence, the educators should first create and review individual education plans for all the students. Implementing this practice is useful for all students, as it helps them monitor their progress and see their strong and weak points in a particular subject (Hebbeler & Spiker). It also gives the teachers an understanding of the students’ educational performance and achievements. When addressing specifically the students with language disabilities, it is necessary to state that the teacher may implement additional classes on literacy or communication in order to boost the development of their language proficiency.
To conclude, it is necessary to point out that an inclusive environment in the classroom is beneficial for both disabled and non-disabled learners. It involves specific ways of delivery of the material and assessing students’ knowledge where individualized education is prioritized. When it comes specifically to the students with language difficulties, the educator must ensure the communication between the native and nonnative speakers. It will help provide the last with the opportunities to accelerate the development of their second language proficiency.
References
Hebbeler, K & Spiker, D. (2016). Supporting young children with disabilities. The Future of Children, 26(2), 185-205.
Kuder, S.J. (2018). Teaching students with language and communication disabilities. Pearson.
State Advisory Council on Early Learning and Care. (2013). California’s best practices for dual language learners research overview papers. CDE Press.