Culturally Appropriate Context: Unlocking the Potential of Response to Intervention for English Language Learners |
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Authors: | Yaoying Xu Elizabeth Drame |
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Institution: | (1) Virginia Commonwealth University, Richmond, USA;(2) Oliver Hall Room 4046, 1015 W. Main St, P.O. Box 842020, Richmond, VA 23235, USA;(3) University of Wisconsin-Milwaukee, Milwaukee, USA |
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Abstract: | The number of young children whose home language is not English continues to increase every year in the United States. Challenges
for English language learners (ELL) involve low academic achievement related to low expectations and inappropriate instruction,
and inappropriate assessment instruments or procedures resulting in overrepresentation of ELL students in higher incidence
disabilities. In addition, the lack of effective instructional strategies for teaching ELL students often lead to behavioral
problems and poor social interaction skills. The purpose of this article is to examine the learning context of young ELLs
relative to culturally and linguistically responsive intervention. Components and potentials of response to intervention model
were investigated. Essential factors involved in culturally and linguistically responsive intervention were identified. Finally,
challenges in preparing culturally appropriate context were discussed. |
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Keywords: | English language learners Response to intervention Culturally appropriate context |
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