ABSTRACT While access to bilingual education programs is on the rise, Emergent Bilingual Learners Labeled as Dis/abled (EBLADs) continue to experience English-mostly educational placements. Analysis of interviews with ten Latinx mothers of EBLADs revealed that educators recommended their children be placed in English-only instructional programs to avoid linguistic confusion. The mothers first resisted, but subsequently internalized, educators’ deficit-perspectives about their children’s language skills and accepted decisions to provide special education services to EBLAD children in English-only settings. Findings suggest that bilingual educators have contributed to the shift from perceptions of bilingualism as a deficit to bilingualism as an advantage and from bilingual education as a right to bilingual education as a privilege. These shifts have negatively impacted the education of EBLADs by limiting their access to multilingual instruction. Bilingual educators must advocate to safeguard bilingualism as a basic human right of EBLADs.

中文翻译：

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残疾、缺陷或优势学生的双语能力？：拉丁裔母亲的观点

摘要 虽然获得双语教育计划的机会在增加，但被标记为残疾/残疾的新兴双语学习者 (EBLAD) 继续体验以英语为主的教育安置。对 10 位 EBLAD 拉丁裔母亲的访谈分析显示，教育工作者建议将她们的孩子安排在纯英语教学计划中，以避免语言混乱。母亲们首先抵制，但随后内化了教育工作者对其子女语言技能的缺陷看法，并接受了在纯英语环境中为 EBLAD 儿童提供特殊教育服务的决定。研究结果表明，双语教育工作者促成了从双语作为一种缺陷的观念转变为双语作为一种优势，以及从双语教育作为一种权利的转变，将双语教育视为一种特权。这些转变限制了 EBLAD 获得多语言教学的机会，从而对他们的教育产生了负面影响。双语教育者必须倡导维护双语作为 EBLAD 的一项基本人权。