Teachers’ Perceptions of Academic Success for Multilingual Learners with Learning Disabilities: A Qualitative Explanatory Case Study

Abstract

Multilingual learners (MLs) make up a significant percentage of students enrolled in US public schools. Native English-speaking peers outperform many MLs. The problem is there is a struggle to make academic progress among multilingual learners with learning disabilities in three upper elementary to middle schools in a K–12 suburban public school district in Massachusetts. Significant gaps exist in research on MLs remaining in language programs struggling to achieve English proficiency. The purpose of this qualitative explanatory case study was to explore educators' perceptions of the challenges of multilingual learners with learning disabilities to make academic progress. The constructivist and transformational learning theories formed the theoretical framework that guided this study. Research questions examined how educators perceive the challenges MLs with disabilities face in making academic progress. Fifteen upper elementary to middle school educators teaching for at least three years and currently serving MLs, shared their perceptions of MLs staying in English programs without achieving proficiency and struggling to make academic progress. Virtual interviews using semistructured questions gathered educators' perceptions of MLs with learning disabilities. Data analysis occurred using thematic analysis and results confirmed existing literature and established educators’ perceptions of MLs’ language difficulties. Emerging themes included teacher training, appropriate curriculum, and language and cultural barriers. Recommendations include policy changes, educator training, improved cultural proficiency with appropriate interventions, progress monitoring and assessment, and advocacy to support MLs and improve academic progress.