With a growing population of emergent bilingual learners in the United States, we are seeing more emergent bilinguals qualifying for special education services. Special education teachers must be prepared to meet the linguistic needs of their students in addition to disability related needs. One way of doing so involves adopting Culturally Sustaining Pedagogy to sustain students’ varied linguistic practices in the classroom. The present article outlines five considerations that may help special educators, including monolingual educators, invite students to draw upon their full linguistic repertoires. Considerations include: providing opportunities for students to use their multiple languages in the classroom, making explicit connections across languages, thinking expansively about literacy, modeling the use of multiple languages and literacies, and being critical of texts used in practice.

随着美国新兴双语学习者的人数不断增加，我们看到越来越多的新兴双语者有资格获得特殊教育服务。除了与残疾相关的需求外，特殊教育教师还必须准备好满足学生的语言需求。这样做的一种方法是采用文化持续教学法来维持学生在课堂上的各种语言实践。本文概述了可能有助于特殊教育者（包括单语教育者）邀请学生充分利用他们的全部语言技能的五个注意事项。考虑因素包括：为学生提供在课堂上使用多种语言的机会，建立跨语言的明确联系，广泛思考读写能力，模拟多种语言和读写能力的使用，