Abstract
There are over five million bilingual learners in the US public school system as reported by the National Center for Education Statistics (2020) and this number has increased dramatically over the past several decades. Shortages of well-trained bilingual school psychologists (BSP) can negatively influence the provision of culturally and linguistically responsive services, contribute to potential misidentification or delayed special education identification of bilingual learners, and reduce home-school collaboration among bilingual families. The training of BSPs is complex, and there are currently no professional standards for competencies required for this specialized profession. This article provides a research-based review of recommended training components for BSPs. Most importantly, a foundational training in cultural responsiveness, advocacy, and equity must permeate all training. BSPs must also have advanced language proficiency in another language that aligns with the provision of school psychology practice. Recommended competencies for BSPs in the areas of assessment, counseling, intervention, and consultation are provided as well as suggestions for supervision and field-based experiences. Implications for the field of bilingual school psychology are provided as well as areas for future research.
Published Version
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