Multilingual Special Education Virtual Symposium:
Perspectives and Practices
to Transform Learning Landscapes
May 11 & 12, 2023
This symposium is designed for educators and service providers who work at the complex and dynamic intersection of multilingual education and special education. It centers the experiences of multilingual learners with special educational needs. This symposium focuses on dynamic, strength-based, and culturally-sustaining practices. This is a virtual symposium featuring leading scholars and practitioners and provides multiple interactive formats, including presentations, discussion forums, and networking.
Professor - College of Education
Kansas State University
Dr. Herrera is a professor in the Department of Curriculum and
Instruction, College of Education at Kansas State University and serves as the Executive Director of the Center for Intercultural and Multilingual Advocacy (CIMA). She is certified in elementary education, bilingual education, and school counseling. As an international keynote speaker, district consultant, and trainer of trainers, she has collaborated
with teachers across the country and the world to chart new paths to academic success for culturally and linguistically diverse (CLD) learners. Her research focuses on the role that personal histories of the learner, family, and teacher play in literacy development and culturally responsive, sustaining pedagogy; math and reading strategies; and teacher preparation for diverse classrooms. Dr. Herrera has authored 10 textbooks and numerous articles for publication in journals such as Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, Journal of Latinos and Education, Journal of Curriculum and Instruction, International Journal of Multicultural Education, Teacher Education Quarterly, and Urban Education.
Professor Emeritus- Psychology
McGill University, Montreal, CAN
Dr. Genesee is interested in basic issues related to language learning, representation, and use in bilinguals and in applied issues related to second language teaching, learning, and assessment. He has conducted extensive research on alternative forms of bilingual/ immersion education for language minority and language majority students, the academic development of at-risk students in bilingual programs. language acquisition in typically-developing and at-risk pre-school bilingual children, and internationally-adopted children. He has published numerous articles in scientific journals, professional books and magazines and is the author of 16 books on bilingualism. He was an invited member of the U.S. National Academies of Sciences, Engineering and Medicine’s panel that published Promising Futures: Promoting the Educational Success of Children and Youth Learning English. He is the recipient of the Canadian Psychology Association Gold Medal Award, Paul Pimsler Award for Research in Foreign Language Education, Canadian Psychological Association Award for Distinguished Contributions to Community or Public Service, California Association for Bilingual Education Award for Promoting Bilingualism and the le prix Adrien-Pinard.
Director of Literacy for Diverse Populations
Wichita Public Schools
Dr. Cabral has a background in communicative disorders and sciences, bilingual special education, literacy and assessment for culturally and linguistically diverse students. She has years of experience as a bilingual speech-language pathologist, parent-teacher liaison, intervention coordinator, and assessment specialist have led to national speaking engagements and advisory roles with classroom teachers, special educators and school administrators dedicated to implementing best practices for CLD students. Dr. Cabral's recent research and professional activities have emphasized assets-based high school decision making as well as strengthening teacher, school, and district capacities to ensure CLD students' full access to an enriched core curriculum with appropriately individualized supports from early childhood to graduation, and beyond.
Cristina collaborates with educators in the US and Canada on developing culturally and linguistically sustaining multi-tiered systems of support (MTSS); mathematics; literacy across the content areas; multilingual education; engaging parents, Multilingual Learners with Special Educational Needs, and supporting Pre-K educators who serve Multilingual Learners. Cristina has taught at the elementary, middle school and university levels in the US and Mexico. At present, Cristina teaches graduate and undergraduate courses in the areas of Biliteracy, Assessment, and Foundations of Language Minority Education. For more than18 years, Cristina and her colleague, Theresa Young (Speech-Language Pathologist, Ontario, Canada) have collaborated to support school problem-solving teams as they develop more culturally and linguistically sustaining learning environments. Cristina and her husband have raised their daughter bilingually.
Speech Language Pathologist-
Theresa began her career on the Pacific island of Saipan, in the Commonwealth of the Northern Mariana Islands where she worked with multilingual students and families in home, school, and medical settings. She coordinated a team of speech-language pathologists to develop culturally and linguistically responsive assessment and intervention practices for Pacific Islanders. Upon returning to Canada, Theresa worked in schools in the highly diverse Toronto area, while providing professional development and writing collaboratively on multicultural, multilingual topics in education. She has been working with local First Nations to design and implement programs and services for children in preschools and schools in home communities.
Cristina's & Theresa's Work Together
Cristina and Theresa's collaborative work melds the fields of multilingual education and special education into a framework for culturally and linguistically responsive practice for educators and practitioners in schools. Their solution-seeking process is featured in Special Education Considerations for English Language Learners: Delivering a Continuum of Services (2013, 2021). They have most recently collaborated on a volume in the Oxford University Press Key Concept Series for Language Learners, Focus on Special Educational Needs (2018).