English Language Learner Case Study

Although it might have taken him long to catch up he still proved not being learning disabled as it had been identified before from the testing of his language proficiency skills. Her education had been however crippled in very early stages while at France where he never received any language proficiency instruction. Having switched to a third cultural environment it proved tough for him to begin learning a new language from the start (Ortiz, 2001). Personally, I feel this system was not effective for it was a generalized one for all ELLs and was not constrained to their cultural background. If the testing process was driven toward identifying his specific language proficiency challenges it would have been more effective. This is because the system too never got down to his individual language learning needs to establish a suitable solution.

However with an effective understanding of the classroom diversity by the instructor just as Mrs. Evans did he would have made a significant positive adjustment in a shorter time. The instructor should accept and recognize the importance of their native language and culture in their learning process. With this, they can help the student to develop school and community relationships that will help them learn much better and develop their vocabulary and literary skills (Salend & Salinas, 2003). From this, she began to show doubts in the existing instruction program for English language learners for it has proved ineffective having classified Serge to have a learning disability (Ortiz, 2001). SWOT Analysis Strengths Quick understanding of Serge with appropriate instruction method. Mrs. Evans approach of understanding students’ culture and background.