Child getting pulled out for ESL help but isn’t an English language learner

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think if you write on the intake form whether ‘any other languages are spoken at home’ then they evaluate the child for esl.

This is the answer.

OP - Yes evaluate is fine, but if he passed the test then why the pullouts all year?

Maybe he was found eligible for esol services.

Each state determines eligibility differently. In Maryland, you fill out questions about languages first spoken, most often used at home, and other languages spoken in the home. Based on those responses, children are screened. Your child can speak English but still be impacted by other languages spoken at home and that might be revealed during the screening process. You will receive a letter that states your son is eligible for services and will be able do accept or decline services. Keep in mind, Maryland is in the process of revising the letter so schools can’t send it home yet. Also, even if you refuse services, your son will be assessed yearly until he meets the cut score.

The other possibility is that the esol teacher is plugging into a classroom to support students and your son just happens to be in the same class. Many esol programs have a coteaching model.

I see so many problems with this process starting with the implicit assumption that other languages are a deficit instead of an asset.

+1. Parents should be asked if the child speaks English fluently. If the answer is yes, then no screening unless a teacher flags an obvious need. Then screen with consent of parents. That is what is required for IEP screening.

Right? I don't understand why so many educators are okay with the blatant disrespect for immigrant parents that is apparent in this process. You can ASK parents before assessing a child and certainly before spending a YEAR pulling them out of class.

[Anonymous]

1. Speaking a second language is absolutely an asset to our students. I encourage parents to help students maintain their home language and to develop literacy skills in it.
2. “Fluency” has to be assessed. Speaking two languages does not mean speaking both fluently. Some children who are bilingual speak a lot of conversational English, but lack academic proficiency. These students, when assessed, may be a level 3 or 4 English speaker, which means they have some mastery of the language but could still benefit from additional language support. Offering EL support does not mean the child is deficient in any way.

The OP has not mentioned discussing what the friend/EL teacher said with the child’s actual teacher or school administration, so it’s 7nclear what actually happened with her child.

[Anonymous]

Anonymous wrote:1. Speaking a second language is absolutely an asset to our students. I encourage parents to help students maintain their home language and to develop literacy skills in it.
2. “Fluency” has to be assessed. Speaking two languages does not mean speaking both fluently. Some children who are bilingual speak a lot of conversational English, but lack academic proficiency. These students, when assessed, may be a level 3 or 4 English speaker, which means they have some mastery of the language but could still benefit from additional language support. Offering EL support does not mean the child is deficient in any way.

The OP has not mentioned discussing what the friend/EL teacher said with the child’s actual teacher or school administration, so it’s 7nclear what actually happened with her child.

In other words you disbelieve when immigrant parents say:
1. Their child speaks English and
2. That their child received ESL pullouts for a year and at the end of the year was assessed to not need them (that is what OP paid)

So yeah if you don't inform or ask parents before you spend a year pulling their kid out of class because the presence of another language at home indicates the parents can't be trusted to asses their kid's English language skills, then you are behaving in a discriminatory manner, because you have an inherently distrust of people who speak languages other than English.