A Critical Reading of Culture in Response to Intervention for English Learners

• In Event: Pedagogical Approaches to Supporting Emergent Bilingual Learners

Abstract

The focus of this paper is to discuss some of the problematic ways that culture is conceptualized in literature on reading instruction for English learners (ELs) within a Response-to-Intervention (RTI) process and multitiered system of support (MTSS) context. We focus on general educators and ELs for two reasons: 1) ELs are among the student demographic groups with the highest referral rates for RTI and special education, and 2) research indicates that general educators’ instructional practices constitute the first line of ensuring student learning struggles are not due to a lack of opportunity. Teaching ELs well requires an enhanced expertise. We highlight how general educators can best meet the literacy needs of students who experience learning struggles and are ELs.

Authors

• Sarah Marie Salinas, Arizona State University - Tempe

• Amber Elizabeth Benedict, Arizona State University - Tempe

• Mary Theresa Kiely, Queens College - CUNY