TY - JOUR
T1 - A Framework for Bilingual School Consultation to Facilitate Multitier Systems of Support for English Language Learners
AU - Harris, Bryn
AU - Sullivan, Amanda L.
N1 - Publisher Copyright:
© 2017 Taylor & Francis.
PY - 2017
Y1 - 2017
N2 - Bilingual students comprise a substantial and growing proportion of U.S. school enrollment and often experience unsatisfactory school outcomes attributed to limited opportunities to learn. Bilingual consultants have the unique opportunity to shape school psychological services and general education supports for all bilingual students by working with monolingual professionals and stakeholders to improve the instructional and mental health services provided to bilingual students, particularly English language learners. In this article, we provide a framework for integrated individual and systemic bilingual school consultation that extends existing consultation models. Specifically, we (a) compare the proposed framework to existing consultation models, (b) identify core competencies for bilingual consultants, (c) describe how the bilingual consultant can contribute to multitier systems of support responsive to the needs of all students, and (d) offer a case study of implementation of the framework. Implications for professional development and research are addressed.
AB - Bilingual students comprise a substantial and growing proportion of U.S. school enrollment and often experience unsatisfactory school outcomes attributed to limited opportunities to learn. Bilingual consultants have the unique opportunity to shape school psychological services and general education supports for all bilingual students by working with monolingual professionals and stakeholders to improve the instructional and mental health services provided to bilingual students, particularly English language learners. In this article, we provide a framework for integrated individual and systemic bilingual school consultation that extends existing consultation models. Specifically, we (a) compare the proposed framework to existing consultation models, (b) identify core competencies for bilingual consultants, (c) describe how the bilingual consultant can contribute to multitier systems of support responsive to the needs of all students, and (d) offer a case study of implementation of the framework. Implications for professional development and research are addressed.
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U2 - 10.1080/10474412.2017.1307758
DO - 10.1080/10474412.2017.1307758
M3 - Article
AN - SCOPUS:85018444414
SN - 1047-4412
VL - 27
SP - 367
EP - 392
JO - Journal of Educational and Psychological Consultation
JF - Journal of Educational and Psychological Consultation
IS - 3
ER -