A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners.

RESPONSE to intervention (Education); EDUCATIONAL intervention; LIMITED English-proficient students; ENGLISH as a foreign language; SPECIAL needs students; TEACHING methods; SOCIAL conditions of students

This article presents information on Response to Intervention (RTI) strategies for English Language Learners. The authors present a cultural, linguistic and ecological framework for RTI and suggest that RTI needs to account for each of these factors in order to be effective. They note the importance of understanding a student's language proficiency in their first and second language as well as the context that they acquired those language skills in. They examine the tier approach involved with RTI and explore how to incorporate their framework into this structure.