System approach to pedagogical discourse: CLD learners

Abstract

This paper examines the achievement gap for culturally and linguistically diverse (CLD) learners through the lens of Bronfenbrenner's bioecological theory of human development. The population of CLD students in the United States continues to grow. Across the nation, CLD students continue to struggle in an increasingly accountability‐based education system. In this paper, we will situate the variables known to contribute to CLD students’ achievement at the national, local, and individual levels within Bronfenbrenner's model. We will also provide some pedagogical recommendations that everyone working with CLD students should know and do.

The medicalisation of learning difficulties through the prism of Bronfenbrenner’s bioecological approach

“…RtI models are discussed in the relevant literature as to how and how much they are implemented (Fuchs & Fuchs, 2017). Although the inseparable role of context in the learning process is emphasised (Riddle, 2017;Rojas and Avitia 2017), the use of RtI as a solution to solve the issue of overrepresentation of pupils in Special Education is problematic (Ferri, 2012). Furthermore, it is questionable how this model may be implemented in a ''onesize fits-all fashion'' rationale in different educational systems, and how its implementation is subject to the use of standardised tests to measure the discrepancy between intelligence and achievement (Stegemann, 2016); and, finally, ''what is the responsibility of RTI to be responsive to difference'' (Gerber, 2005, as cited in Ferri, 2012.…”

“…DIs are part of the exosystem; according to Bronfenbrenner (1977), exosystem is the system that indirectly influences the pupil, as a developing person has no active role and direct interactions with this system (Bronfenbrenner, 1977(Bronfenbrenner, , 1993). However, it seems that the exosystem, in essence, interacts with the macrosystem (Rojas & Avitia, 2017), via the dominant view for learning difficulties. It also interacts with the mesosystem, which refers to interaction processes among the microsystems, where the impacts of the aforementioned systems overlap (Tudge et al, 2009).…”

The Construction and Transformation of the Discourse System of College Counselors in the New Media Era

“…Nice, M. L et al collected self-efficacy perceptions of a number of school counselors in the form of a questionnaire, describing the psychological attributes that college counselors possess in order to help better prepare their students for the college process [13]. [Rojas, E. D et al used Bronfenbrenner's model to analyze the variables affecting students' achievement and explored the relationship between culture and language from an ecological perspective, which provided some references to the subsequent teaching management system [14]. Luo, P et al believed that the ideological education of college counselors is important to the shaping of students' values and used the AMOS structural model to analyze the relationship between college counselors and students.…”