Case
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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?

Posted on: 04/18/13 | Views: 1350
Solution #1
Top Solution
I ran across a similar situation when I was interning except that the student was on level and could barely speak his "native" language, but was still in ESOL because of his parents' language. In this situation I would suggest that the classroom teacher ask that the student be tested again to see if he could test out of ESOL. I also think that this student should receive more help from the RTI process, and if it does not help then perhaps be placed in a program that will help him to move up to his grade level.

I agree with this solution. The students should be tested again.

I agree that the student needs to be reevaluated to see if he would benefit from different services other ESOL to help get him unto his grade level.

I agree. Hopefully having the student test again should help the situation.

Students can get misplaced in the school system. It would be great for the teacher to realize the need for retesting

I don't quite understand how this situation can happen, but I do agree that the teacher should correct the issue. A student doesn't need for his/her curriculum to be interrupted by a program he/she doesn't benefit from.

I agree the student should be tested again and see what areas he really needs help with.

I like how you provided a few options to try to resolve the issue. 8/10

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Solution #2
I think the teacher should ask for the student to be re-evaluated since he obviously shouldn't be in ESOL but rather may have some sort or learning disability. It would probably be more beneficial for the student to be tested for an ESE program rather than staying in an ESOL program.
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Solution #3
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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Solution #4
This is an unfortunate but not uncommon problem. There needs to be better screening for ESOL services at the beginning. The child should receive academic interventions in the general education classrooms, and be evaluated for ESE if needed.

Students are placed in ESOL if there is one family member who lives with them that speaks another language. So there could be a student in ESOL that speaks only English, but has a grandmother who lives with them who speaks something different. I hope this helps!

I think that student should be evaluated again. In order, to get what she needs in school they must place her where she needs to be to make her successful.

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Solution #5
ESOL may not be the solution to his struggles. The student may benefit from additional academic help and supervision (possibly SPED or classroom modifications). AS a teacher, I would have to know a little more about the situation at home and his school progress.
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Solution #6
A child who is in ESOL classes is usually there because of difficulty with academic learning, even if they are fluent in their second language. That being said, I feel like students that struggle should be able to test to mainstream into regular classrooms. This allows the student to progress academically.

Students in ESOL classes are not usually there because of just academic learning, they also can not communicate socially.

ESOL classes goal is not academic learning, there are better resources available for aiding with improving academic skills.

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