Readings

Berberi, T. (2008). Bridging worlds apart: Disability and foreign languages where we live and learn. In T. Berberi & E.C. Hamilton, and I. Sutherland (Eds.), Worlds Apart? (pp. 1-20). Yale University Press. https://doi.org/10.12987/yale/9780300116304.003.0001.

Kangas, S. E. N., Cook, M. (2023). Navigating competing policy demands: Dual service provisions for English learners with disabilities in middle school. Language Policy, 22(1), 315-341. https://doi.org/10.1007/s10993-023-09653-8

Kangas, S. E. (2021). “Is it Language or Disability?”: An Ableist and Monolingual Filter for English Learners with Disabilities. TESOL Quarterly, 55(3), 673-683. https://doi.org/10.1002/tesq.3029

Judit Kormos, Anne Margaret Smith (2023). Teaching languages to students with specific learning differences (2nd ed.). Multilingual Matters.

Randez, R. A., & Cornell, C. (2023). Advancing equity in language assessment for learners with disabilities. Language Testing, https://doi.org/10.1177/02655322231169442

Scott, S. S., Hildebrandt, S. A., & Edwards, W. A. (2014). Second language learning as perceived by students with disabilities. In C. Sanz and B. Lado (Eds.), Individual differences, L2 development and language program administration, American Association of University Supervisors and Coordinators (AAUSC) 13 (171-191). Cengage Learning.

Sparks, R. L. (2023). Foreign Language Learning and Learning Disabilities: An Historical, Empirical, and Cultural Perspective for Policies and Procedures. Journal of Disability Policy Studies, 0(0). https://doi.org/10.1177/10442073231177384