Bilingual Vocabulary Instruction for DLLs with Disabilities

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Early childhood programs in the United States are serving increasing numbers of young children with disabilities who are dual language learners (DLLs). Teachers might find it challenging to support these children in learning English and the home language. This paper presents research-based, bilingual instructional strategies in inclusive preschool classrooms to facilitate bilingual vocabulary development for DLLs with disabilities. We first briefly introduce general vocabulary strategies for all young children and curriculum modifications to enhance vocabulary skills for DLLs with disabilities. Next, we present how preschool teachers can provide individualized vocabulary instruction to meet the needs of DLLs with disabilities by implementing two research-based, bilingual strategies in their inclusive classrooms.

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