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Case: Child should not be in ESOL
When I was working on an ESOL case study, I chose to work with a fifth grade student at the same school where I was working on my internship. There were only two ESOL students in the school, so I did not have many options. After I observed him for a whole day, I talked to his teacher who was very frustrated with the child. He never spoke another language other than English, and was born in the US. His parents speak another language, but I do not understand why he was in ESOL. He is not on grade level as far as academics, but his teacher thinks this is because he has been babied for his whole school career. What should happen in this case?
Solution: (Rates are posted for this solution!)
The student may be fluent in conversational English, but he or she may not be fluent in academic English. There is a big difference between the two. Students are entered into the ESOL program based on their WAPT score. The WAPT is given when the parents check "other language spoken" on the school's registration form. The test assesses English proficiency in Reading, Writing, Listening, and Speaking. A student can test out of the program based on their ACCESS scores. ACCESS tests are the CRCT of the ESOL world. If the student does not receive a composite score of 5, he or she will remain in the program unless the parent chooses to pull the student out.The teacher needs to meet with the ESOL teacher and discuss the students performance levels and ESOL scores. A meeting with the student's parents also could be a possibility to discuss concerns. |
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Rating
| The suggested solution is respectful of the individual (student) |
Yes
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| The suggested solution is relevant to the case |
Yes
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| The suggested solution is reasonable (easy) for the teacher to implement |
Yes
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| The suggested solution is likely to solve the problem/issue |
Yes
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| The suggested solution is original |
Yes
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| Comments: Excellent point. The developmental stages of language acquisition state that although a student may be fluent in their second language verbally, there may still be gaps with the student's academic English. Speaking with the ESOL teacher with regards to the test results is the best approach. |
| Rated On: October 16, 2015 1:58 am |
| Rated By: anaRyn |
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Rating
| The suggested solution is respectful of the individual (student) |
Yes
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| The suggested solution is relevant to the case |
Yes
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| The suggested solution is reasonable (easy) for the teacher to implement |
Yes
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| The suggested solution is likely to solve the problem/issue |
Yes
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| The suggested solution is original |
Yes
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| Comments: If I were in this situation, I would exactly do this |
| Rated On: March 7, 2016 5:34 pm |
| Rated By: eRyber |
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Rating
| The suggested solution is respectful of the individual (student) |
Yes
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| The suggested solution is relevant to the case |
Yes
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| The suggested solution is reasonable (easy) for the teacher to implement |
Yes
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| The suggested solution is likely to solve the problem/issue |
Yes
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| The suggested solution is original |
Yes
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| Comments: very helpful |
| Rated On: October 14, 2017 8:24 pm |
| Rated By: yReNyp |
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Rating
| The suggested solution is respectful of the individual (student) |
No
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| The suggested solution is relevant to the case |
No
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| The suggested solution is reasonable (easy) for the teacher to implement |
No
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| The suggested solution is likely to solve the problem/issue |
No
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| The suggested solution is original |
No
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| Comments: I understand that the student might not be fluent in academic English, but academic English is not learn at home, but in school. Thus there are some school accommodations that the students needs in order for him to catch up. |
| Rated On: October 14, 2018 2:33 am |
| Rated By: tabape |
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