A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

Julie Esparza Brown · Jennifer Doolittle

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Behavioral and Psychological Studies EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

This article presents information on Response to Intervention (RTI) strategies for English Language Learners. The authors present a cultural, linguistic and ecological framework for RTI and suggest that RTI needs to account for each of these factors in order to be effective. They note the importance of understanding a student's language proficiency in their first and second language as well as the context that they acquired those language skills in. They examine the tier approach involved with RTI and explore how to incorporate their framework into this structure.

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References

1995Other people's children: cultural conflict in the classroom 1989Multicultural Education: Issues and Perspectives 1995Other People's Children: Cultural Conflict in the Classroom 1988Literacy: Reading the Word and the World.1998Literacy: Reading the Word and the World 2002Minority Students in Special and Gifted Education 2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 2006English Language Learners Who Struggle With Reading

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2014Long-Term English Language Learners’ Perceptions of Their Language and Academic Learning Experiences 2012Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners 2018Culturally and Linguistically Diverse School Environments – Exploring the Unknown 2019Disentangling language from disability: Teacher implementation of Tier 1 English language development policies for ELs with suspected disabilities 2012Educating English-Language Learners with Special Needs: Beyond Cultural and Linguistic Considerations.

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