were learning English as a new language in our
public schools. More recently, Garcia and Kleifgen (2010) argued that a more appropriate label
for these students should emphasize what they
are becoming, which is emergent bilingual, since
the process of learning English is a transitional
one that will result in becoming bilingual.
Essential Elements to Guide Instruction
When considering the complexity of educating emergent bilinguals with visual impairments, it
will be helpful for educators to consider the following essential instructional recommendations to
guide their instruction. Most of these recommendations are applicable to all emergent bilinguals,
while a few are only applicable to those with visual impairments (Herrera, Murry, & Morales
Cabral, 2007; McIntyre, Kyle, Chen, Kraemer, &
Parr, 2009; Milian, 2012; Milian & Conroy, 2001;
Wright, 2010).
We are all language teachers.
Academic content and language learning cannot be separated, particularly at
the beginning stages of second language acquisition.
Consequently, language instruction is always
taking place when we are working with emergent bilinguals.
Educators need to focus on both the content
taught and the language used in each lesson.
The following question always needs consideration: What language needs to be understood by the student to facilitate the understanding of the content?
Academic language - that is, the language of
content areas - needs to be specifically taught
and explained.
28
Recommendation:
Become familiar with the English Proficiency
Standards in your state. It will help you
