Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education

Abstract

Heightened attention to the importance of equitable educational practices in today's schools reveals a growing number of emergent bilingual students who have not received consistent formal education and may be struggling with overall literacy. Labeled as Students with Interrupted Formal Education (SIFE), these learners require novel educational approaches to address their specific academic and social needs. The purpose of this discussion article is to suggest the utility of peer tutoring as a vehicle for increasing literacy and overall sense of belonging for adolescent bilingual SIFE.