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

Abstract

The Council for Exceptional Children is pleased to partner with the National Center for Culturally Responsive Educational Systems (NCCREST) to periodically include in TEACHING Exceptional Children topical briefs to support your efforts in addressing the learning needs of exceptional students from culturally and linguistically diverse backgrounds.

Bilingual and special educational needs in inclusive classrooms: some critical and pedagogical considerations

“…This final stage might also involve formal assessment procedures in order to determine eligibility for special education provision (McLaughlin, 2009;Rothstein and Johnson, 2010). Brown and Doolittle (2008) discuss the significance of adopting an ecological framework for RTI. They suggest that current educational practices for English language learners fail to meet the requirement of the first tier of response.…”

“…Brown and Doolittle () discuss the significance of adopting an ecological framework for RTI. They suggest that current educational practices for English language learners fail to meet the requirement of the first tier of response.…”

“…That said, the use of RTI is problematic unless it is underpinned by culturally and linguistically appropriate instruction strategies, otherwise RTI can further contribute to the disproportionate placement of ELL in disability categories. Hence, in order to ensure that ‘RTI does not become one more discriminatory system’, it is necessary to devise a linguistically and culturally informed RTI framework that can address the needs of ELLs (Brown and Doolittle, , p. 67).…”

“…To this end, teachers need to be equipped with the relevant attitudes, knowledge and skills in order to provide culturally and linguistically informed learning opportunities for ELLs, and to distinguish second language learning difficulties from actual learning disabilities, or at least to have easy access to professionals who are able to do so. ELLs’ language and culture should be seen ‘as strengths upon which to build an education’ (Brown and Doolittle, , p. 67) and their progress should be reviewed and monitored against the progress of their ‘true peers’ (similar language proficiency and cultural experiences). In cases where several ‘true peers’ underachieve, this is a sign of an ineffective second language learning environment (Brown and Doolittle, ).…”

“…ELLs’ language and culture should be seen ‘as strengths upon which to build an education’ (Brown and Doolittle, , p. 67) and their progress should be reviewed and monitored against the progress of their ‘true peers’ (similar language proficiency and cultural experiences). In cases where several ‘true peers’ underachieve, this is a sign of an ineffective second language learning environment (Brown and Doolittle, ).…”