ERIC ED624332: Effective Practice Of Response To Intervention For English Language Learners Using The Concepts Of Culturally Responsive Teaching And Critical Multicultural Education - Info and Reading Options
By ERIC
"ERIC ED624332: Effective Practice Of Response To Intervention For English Language Learners Using The Concepts Of Culturally Responsive Teaching And Critical Multicultural Education" and the language of the book is English.
“ERIC ED624332: Effective Practice Of Response To Intervention For English Language Learners Using The Concepts Of Culturally Responsive Teaching And Critical Multicultural Education” Metadata:
- Title: ➤ ERIC ED624332: Effective Practice Of Response To Intervention For English Language Learners Using The Concepts Of Culturally Responsive Teaching And Critical Multicultural Education
- Author: ERIC
- Language: English
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- Internet Archive ID: ERIC_ED624332
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"ERIC ED624332: Effective Practice Of Response To Intervention For English Language Learners Using The Concepts Of Culturally Responsive Teaching And Critical Multicultural Education" Description:
The Internet Archive:
Response to Intervention (RTI) is a popular multi-tier approach used in education in the United States to identify and support students with specific learning needs in general education. English Language Learners (ELLs), students for whom English is not the "native" language, pose an important challenge for optimally effective practice of RTI. Ineffective practice of RTI regarding ELLs can result in misdiagnosing language and cultural issues as learning issues and, thus, using inappropriate interventions, or, worse yet, unnecessarily or inappropriately referring ESL students to special education. The author argues that using the concepts of Culturally Responsive Teaching and Critical Multicultural Education throughout the RTI process can help decrease the possibility of misdiagnosing and implementing inappropriate interventions for ELLs and instead achieve optimal practice of RTI for these students. In short, the purpose of this article is to show how two concepts can help guide effective RTI practice for ELLs and identify some effective practices.
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