Conversations with a Latina teacher about education for language-minority students with special needs

In this article we describe the beliefs, knowledge, and classroom practices of a successful bilingual special educator. Analysis of in-depth interviews with this teacher indicated that her teaching was shaped by (1) her experiences as a second language learner, (2) her theories of teaching and learning in relation to students with disabilities, (3) her beliefs about how to shape the transition from first language to second language, and (4) the need to involve family and community in students' learning experiences. The teacher emphasized interactive teaching that weaves students' first language and culture into instructional conversations and curriculum, yet at the same time she incorporated direct instruction, practice, and transfer. This blended approach creates learning environments characterized by rich dialogue that promote not only acquisition of English as a second language but also metalinguistic and metacognitive skills and strategies. Teaching strategies for supporting the transition from first to second language and building networks with family and community are discussed.