It could be useful to know the grade level of the student in order to utilize an appropriate resource for the age group. I think if the student is old enough to read and write well, perhaps 3rd grade or higher, the use of a translating device could be most useful. Mr. Wilson could provide extra materials in both English and in the native language of the student when issuing handouts in class. This would allow the student to still learn the same content, but have a way to support the learning with the translated text. Access to a computer or web application to use as a translator could help until a more proficient ability to communicate in English is reached. Finally, I would also pair the student with an English speaking or bilingual peer if possible to help.

I definitely understand your concerns and have had a student like this for the past 2 years. Unfortunately after speaking with the ESOL teacher, she told me that everything I teach on a 7th grade level is going to go over this student's head until he/she learns basic English. During my class, my ESOL student who knows no English uses a website that is teaching him English.

It is part Mr. Wilson's job to accommodate this student. If she is pulled twice a week, I'm assuming an IEP is in place. It sounds like the IEP needs to be revisited since she is not making progress. Resources can be discussed at the meeting.

I would consult a translator or another student that speaks Spanish. We have a translator that visits our school almost daily. If the ESOL teacher does not speak Spanish, I would ask around and find a teacher that may speak the language.