In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described.
AnzalduaG. (1987). Borderlands/La Frontera: The New Mestiza. San Francisco, CA: Aunt Lute Press.
2.
ArtilesA. J.BalA.King ThoriusK. A. (2010). Back to the future: A critique of Response to intervention’s social justice views. Theory Into Practice, 49(4), 250-257.
3.
ArtilesA. J.KlingerJ. K.SullivanA.FierrosE. C. (2010). Shifting landscapes of professional practices: English learner special education placement in English-only states. In GándaraP.HopkinsM. (Eds.), Forbidden language: English learners and restrictive language policies (pp. 102-117). New York, NY: Teachers College Press.
4.
ArtilesA. J.RuedaR.SalazarJ.HigaredaI. (2005). Within-group diversity in minority disproportionate representation: English language learners in urban school districts. Exceptional Children, 71, 283-300.
5.
AuK. H.MasonJ. M. (1983). Cultural congruence in classroom participation structures: Achieving a balance of rights. Discourse Processes, 6(2), 145-167.
6.
AugustD.GoldenbergC.RuedaR. (2010). Restrictive state language policies: Are they scientifically based? In GandaraP.HopkinsM. (Eds.), Forbidden language: English learners and restrictive language policies (pp. 139-158). New York, NY: Teachers College Press.
BereiterC.EngelmannS. (1966). Teaching disadvantaged children in preschool. Englewood Cliffs, NJ: Prentice Hall.
9.
BerlakA. (2003). Who’s in charge here? Teacher education and 2042. Teacher Education Quarterly, 30(1), 31-40.
10.
BlantonL.PugachM. (2011). Using a classification system to probe the meaning of dual licensure in general and special education. Teacher Education and Special Education, 34(3), 219-234.
11.
ChamotA. U.O’MalleyJ. M. (1996). The cognitive academic language learning approach: A model for linguistically diverse classrooms. Elementary School Journal, 96(3), 259-273.
12.
CollierC.HooverJ. J. (1987). Sociocultural considerations when referring minority children for learning disabilities. Learning Disabilities Focus, 3(1), 39-45.
13.
DohertyR. W.HilbergR. S.PinalA.TharpR. (2003). Five standards and student achievement. NABE Journal of Research and Practice, 1(1), 1-24.
14.
Education Week. (2009, January). Quality counts: Portrait of a population: How English Language learners are putting schools to the test. Retrieved from http://www.edweek.org/ew/toc/2009/01/08/index.html
15.
EricksonF. (2004). Culture in society and in educational practices. In BanksJ. A.McGee BanksC. A. (Eds.), Handbook of research on multicultural education (5th ed., pp. 31-60). New York, NY: John Wiley.
16.
FryR. (2007). How far behind in math and reading are English language learners?Washington, DC: Pew Hispanic Center.
17.
GallegoM. A.ColeM.LCHC. (2001). Classroom culture and culture in the classroom. In RichardsonV. (Ed.), The fourth edition of the handbook of research on teaching (pp. 951-997). Washington, DC: American Educational Research Association.
18.
GallimoreR.GoldenbergC. (2001). Analyzing cultural models and settings to connect minority achievement and school improvement research. Educational Psychologist, 36(1), 45-56.
19.
GándaraP.BacaG. (2008). NCLB and California’s English language learners: The perfect storm. Language Policy, 7(3), 201-216.
20.
GándaraP.RumbergerR.Maxwell-JollyJ.CallahanR. (2003). English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11(36), 1-53.
21.
GayG. (2000). Culturally responsive teaching: Theory, research, & practice. New York, NY: Teachers College Press.
22.
GeeJ. P. (2000). Discourse and sociocultural studies in reading. In KamilM. L.MosenthalP. B.David PearsonP.BarrR. (Eds.), Handbook of reading research (Vol. III, pp. 195-208). Mahwah, NJ: Erlbaum.
23.
GoldenbergC.RuedaR. S.AugustD. (2006). Synthesis: Sociocultural contexts and literacy development. In AugustD.ShanahanT. (Eds.), Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth (pp. 249-268). Mahwah, NJ: Lawrence Erlbaum.
24.
GonzálezN.MollL. C.AmantiC. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
25.
GutiérrezK. D.RogoffB. (2003). Cultural ways of learning: Individual styles or repertoires of practice. Educational Researcher, 32(5), 19-25.
26.
GutiérrezK.AliA.HenríquezC. (2010). Syncretism and hybridity: Schooling, language, and race and students from non-dominant communities. In AppleM. W.BallS. J.GandinL. A. (Eds.), The Routledge international handbook of the sociology of education (pp. 358-369). New York, NY: Routledge.
27.
HaleJ.AlfonsoV.BerningerV.BrackenB.ChristoC.ClarkE.. . .YalofJ. (2010). Critical issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33(3), 223-236.
28.
HollinsE. R.OliverE. I. (1999). Pathways to success in school: Culturally responsive teaching. Mahwah, NJ: Lawrence Erlbaum.
29.
KimJ. (2011). Relationships among and between ELL status, demographic characteristics, enrollment history, and school persistence. A Report of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the Center for the Study of Evaluation (CSE), University of California, Los Angeles. Retrieved from http://www.cse.ucla.edu/products/reports/R810.pdf
30.
KlingerJ. K.EdwardsP. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108-117.
31.
KornfeldJ.GradyK.MarkerP. M.RuddellM. R. (2007). Caught in the current: A self- study of state-mandated compliance in a teacher education program. Teachers College Record, 109(2), 1902-1930.
32.
Ladson-BillingsG. (1994). The dreamkeepers: Successful teachers for African-American children. San Francisco, CA: Jossey-Bass.
33.
Ladson-BillingsG. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165.
34.
LeeC. D. (2007). The role of culture in academic literacies: Conducting our blooming in the midst of the whirlwind. New York, NY: Teachers College Press.
35.
LucasT.VillegasA. M.Freedson-GonzalezM. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teacher English language learners. Journal of Teacher Education, 59(4), 361-373.
36.
McCartheyS. J. (1997). Connecting home and school literacy practices in classrooms with diverse populations. Journal of Literacy Research, 2, 145-182.
37.
MichaelsS. (1981). “Sharing time”: Children’s narrative styles and differential access to literacy. Language in Society, 10, 423-442.
38.
MojeE. B.CiechanowskiK. M.KramerK.EllisL.CarrilloR.CollazoT. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.
39.
MollL. C.Arnot-HopffnerE. C. (2005). Sociocultural competence in teacher education. Journal of Teacher Education, 56(3), 1-6.
40.
National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. (2007). National and regional data and demographics. Retrieved from www.ncela.gwu.edu/stats/2_nation.htm
41.
OrellanaM. F.ReynoldsJ.DornerL.MezaM. (2003). In other words: Translating or “para-phrasing” as a family literacy practice in immigrant households. Reading Research Quarterly, 38(1), 12-34.
42.
OrtizA. A. (1997). Learning disabilities occurring concomitantly with linguistic differences. Journal of Learning Disabilities, 30, 321-332.
43.
OrtizA. A.ArtilesA. J. A. (2010). Meeting the needs of ELLs with disabilities. In LiG.EdwardsP. A. (Eds.), Best practices in ELL instruction (pp. 247-272). New York, NY: Guilford.
44.
PeckC. A.GallucciC.SloanT. (2010). Negotiating implementation of high-stakes performance assessment policies in teacher education: From compliance to inquiry. Journal of Teacher Education, 61(5), 451-463.
45.
PugachM. C.BlantonL. P. (2012, April). Advancing conceptual thinking on the meaning of dual certification in general and special education: An autoethnographic approach. Paper presented at the Annual Meeting, American Educational Research Association, Vancouver, BC.
46.
PugachM. C.BlantonL. P. C.CorreaV. I. (2011). A historical perspective on the role of collaboration in teacher education reform: Making good on the promise of teaching all students. Teacher Education and Special Education, 34(3), 183-200.
47.
RogoffB. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
48.
RuedaR. (in press). Twenty first century skills: Cultural, linguistic, and motivational perspectives. In AlvermannD. A.UnraN. (Eds.), Theoretical models and processes of reading. Newark, DE: International Reading Association.
49.
SmagorinskyP. (2011). Confessions of a mad professor: An autoethnographic consideration of neuroatypicality, extranormativity, and education. Teachers College Record, 113, 1701-1732.
50.
SteeleM. M. (2005, April30). Teaching students with learning disabilities: Constructivism or behaviorism?Current Issues in Education [Online], 8(10). Retrieved from http://cie.asu.edu/volume8/number10/index.html
51.
StillmanJ. (2011). Teacher learning in an era of high-stakes accountability: Productive tension and critical professional practice. Teachers College Record, 113(1), 133-180.
52.
StillmanJ.AndersonL. (2011). To follow, flip or reject the script: Preparing teachers to manage instructional tension in an era of high-stakes accountability. Language Arts, 89(1), 422-437.
53.
StraussC.QuinnN. (1998). A cognitive theory of cultural meaning. New York, NY: Oxford University Press.
54.
ValenciaR. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Routledge.