Abstract
National demographics clearly demonstrate that children from culturally and linguistically diverse (CLD) backgrounds are on the rise. Many regions in the United States are experiencing unprecedented growth in English language learner (ELL) populations without adequately trained personnel to serve this unique population. Unfortunately, the demographic makeup of school psychologists has not kept up. There is a documented shortage of bilingual school psychologists. This shortage has created a gap in service delivery for children and families that are not native English speakers. With the increased demand in bilingual school psychology service delivery, challenges in training standards, recruitment, definitions in bilingualism, and certification/licensing have become evident. Although scholarship and research are limited, this article reviews the literature on bilingual school psychology, implications for practice, and highlights the challenges and opportunities in solidifying this unique specialty.
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Olvera, P., Olvera, V.I. Bilingual School Psychology: Challenges and Opportunities. Contemp School Psychol 19, 165–172 (2015). https://doi.org/10.1007/s40688-014-0034-6
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DOI: https://doi.org/10.1007/s40688-014-0034-6