Understanding the Construction of Dual Language Learner Academic Competence in a Multitiered System of Supports

• In Event: 47.051 - Sociocultural Traditions to Study Teaching and Teacher Education for the Inclusive Classroom

Abstract

Using a cultural approach (Cole, 1996; Rogoff, 2003), I examined the role of multiple influences related to teacher’s instructional decisions, within Multi-Tiered Systems of Support (MTSS) for academically struggling dual language learners (DLLs). A cultural approach establishes the possibility to examine multiple influences, beyond simplistic explanations, (i.e., individual or social forces in isolation; McDermott & Varenne, 2006), not limited to students’ identity based (i.e., race) on biological factors or “identity badges” (Artiles, 2015, p. 1), but draws attention to the fluid definition of cultural practices of individuals within institutions such as schools.
In this multiple case study (Chmiliar, 2012; Marshall & Rossman, 2016; Maxwell, 2013), I used ethnographic approaches (Marshall & Rossman, 2016) to examine the “social forces [individual, institutional, interpersonal influences] that intertwine to construct an identity of ability or ‘disability’ for children whom the regular education system [may find] too difficult to serve” (Harry & Klingner, 2014, p. 13). I aimed to answer the following research question: How does the interplay of individual, institutional, and interpersonal processes mediate a teacher’s (a) understanding of DLLs academic competence over time and (b) instructional decision-making about struggling DLLs, which could ultimately lead to special education referral decisions, within an MTSS setting? Primary data sources included 1) weekly interactional video data of teacher and DLL academically struggling student during one-on-one conferences and 2) weekly recorded viewings of the classroom interactional video data of teacher and students’ reflections of their own discourse, actions, and thoughts. Secondary data sources included: field notes; analyses of school/district documents; classroom artifacts to provide information regarding the students’ school history and schooling processes; and semi-structured audio-recorded parent and school personnel interviews.
Preliminary data results highlight the importance of accounting for the multiple influences which impact teacher instructional decisions, primarily when they may be related to special education referrals, such as within MTSS. School personnel interview data also pointed to multiple factors (i.e., standardized assessment results as driving decisions) beyond teacher decisions (in isolation) for special education referrals. For instance, one school leader illustrated the urgency to provide student support through the MTSS system, “with some of the stuff, we have to force the issue, OK here’s the paperwork, fill it out now, well OK I’ll get it— no fill it out now” (Interview Data). School documents (i.e., test results) also illustrated students’ academic and bilingual profiles stand in stark contrast to how parents, teachers, and classroom interactional influences data portrayed the students.
DLL special education identification has posed augmented challenges for multiple decades, as evident in broader issues identified within education, such as minority overrepresentation in special education programs (Artiles & Trent, 1994; Donovan & Cross, 2002). Thus, this study is an essential contribution for both special and general education since most students in special education programs begin school in the general education classroom, where general education teachers are the “chief identifiers” (Mercer 1973, p. 105) of who may (or may not) need special education services (Harry & Klingner, 2014).

Author

• Sarah Lopez Alvarado, Arizona State University