Supporting multilingual learners with exceptionalities: An article-based examination of the intersectionality of language learning and inclusive education, collaborative roles, challenges, and evidence-based strategies in inclusive education

Abstract

This dissertation examines the educational experiences and support strategies for Multilingual Language Learners (MLLs) with exceptionalities in Canadian elementary classrooms, with a particular focus on New Brunswick. Guided by intersectionality theory (Crenshaw, 1989), Bronfenbrenner’s Ecological Systems Theory, and Culturally and Linguistically Responsive Pedagogy (CLRP), this research integrates conceptual and empirical perspectives to explore systemic barriers, collaborative practices, and evidence-based instructional strategies. The first article presents a conceptual review of the literature, highlighting persistent challenges in accurately identifying learning needs, gaps in teacher preparation, and the importance of culturally responsive and identity-affirming approaches. The subsequent three empirical articles employ qualitative multiple-case and comparative case study designs, incorporating semi-structured interviews, classroom observations, and document analyses across three urban schools. The findings reveal that educators implement scaffolded instruction, visual supports, trauma-informed practices, and collaborative problem-solving to support MLLs; however, systemic barriers— including staffing limitations, inconsistent professional learning, fragmented collaboration, and gaps in assessment data—constrain the effectiveness and sustainability of inclusive practices. The implications emphasize embedding adaptive scaffolding, strengthening culturally sustaining pedagogy, clarifying roles to support structured collaboration, providing ongoing job-embedded professional learning, and integrating dual-focus assessment data to guide instruction. Together, the four articles underscore the necessity of coordinated systemic approaches that unite language acquisition, disability support, and culturally responsive pedagogy to promote equitable, inclusive, and linguistically responsive educational experiences for MLLs with exceptionalities.