Abstract
ABSTRACTBilingual students comprise a substantial and growing proportion of U.S. school enrollment and often experience unsatisfactory school outcomes attributed to limited opportunities to learn. Bilingual consultants have the unique opportunity to shape school psychological services and general education supports for all bilingual students by working with monolingual professionals and stakeholders to improve the instructional and mental health services provided to bilingual students, particularly English language learners. In this article, we provide a framework for integrated individual and systemic bilingual school consultation that extends existing consultation models. Specifically, we (a) compare the proposed framework to existing consultation models, (b) identify core competencies for bilingual consultants, (c) describe how the bilingual consultant can contribute to multitier systems of support responsive to the needs of all students, and (d) offer a case study of implementation of the framework. Implications for professional development and research are addressed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Educational and Psychological Consultation
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
