Despite the empirical attention that has been devoted to Latinas/os, language minority (LM) students, and students with learning disabilities (LD) as three separate subgroups, limited attention has been given to Latina/o students that fall into both LM and LD student categories. The literacy experiences of students living at the intersection of ethnic, language, and ability differences have been under-examined. This article calls for new insights into the literate lives of Latina/o LMs with LD, and posits that reframing cognitive models of literacy, sociocultural approaches, and resource pedagogies can offer a more comprehensive view of literacy and population complexity.
González, Taucia and Artiles, Alfredo J.
"Reframing Venerable Standpoints about Language and Learning Differences: The Need for Research on the Literate Lives of Latina/o Language Minority Students,"
Journal of Multilingual Education Research: Vol. 6
, Article 3.
Available at: https://research.library.fordham.edu/jmer/vol6/iss1/3