Imagine you are a teacher working in a diverse school setting with a large English language learner (ELL) population. You recognize that not all ELL families are the same and understanding each child and family context is essential to ensuring a successful school partnership with the families.
After reviewing the “ECE-562 Case Studies,” discuss how to partner with each ELL family to address the individual learner needs in 750-1,000 words.
As an introduction, provide a description of what you need to know, understand, and value as an early childhood educator about the diverse characteristics of ELL families.
Description of how the language, culture, and family background of Mohammad, Maria, and Patrick influence the normative sequences of their early development and learning.
Explanation of how using multiple perspectives relevant to Mohammad, Maria, and Patrick’s personal, family, and community experiences and cultural diversity will promote their learning outcomes.
At least four strategies for collaborating with the families to develop trusting, respectful, affirming, and culturally responsive partnerships that demonstrate positive and supportive relationships. Include at least one strategy for effective communication with the families.
A minimum of two community resources for each child, to support their learning and development and their families. Include how you would build partnerships between early learning settings, schools, and community organizations and agencies.
As a conclusion, identify the ethical decisions you would need to consider for your ELL students. Discuss how you would promote the common good for the students, their families, and any colleagues working with the students when making decisions. Include how your ethical decisions are consistent with the Christian worldview.
Support with 3-5 scholarly resources.
ECE-562-RS-T4-Case_Studies.docx
ECE-562 Case Studies
Case Study 1: Mohammad
Mohammad is a student in an inclusive kindergarten classroom. Mohammad has been medically diagnosed as having autism and has an IEP. His family just moved into the area and his father said they were just approved for subsidized housing. His mother is pregnant and they think they may need to move to a bigger apartment before the school year is over. Mohammad has one older sister who is in first grade and also has an IEP. You have not spoken to the mother and just have contact information for the father. There are no academic concerns for Mohammad, although he does have difficulty with standardized testing. Data collected by teacher observation and work products has shown skills that are age- and grade-appropriate. Mohammad has some language but is mostly echolalic. He does display behaviors that concern his father. He is hyperactive and has difficulty sitting still. Mohammad has many self-stimulatory behaviors including hand flapping and rocking. His father reports that he cannot take him many places due to his behavior and says that his mother is not comfortable dealing with Mohammad at home by herself. Mohammad’s father often uses the phrase “because he has autism” after talking about Mohammad’s behaviors. His father has asked you for strategies for working with Mohammad and controlling his son’s behaviors.
Case Study 2: Maria
Maria is a new third grade student at your school. Her family just arrived in the United States from Guatemala. Her father is working at a local farm and her mother stays at home to take care of Maria’s younger siblings. Maria is the oldest of five children in the family. No one in the family is fluent in English, so they rely on a neighbor to translate for them. The neighbor has told you that the family came quickly to the U.S. without any money. They arrived with only two bags of clothing for the entire family. They are currently living in a camper in a small park next to the neighbor. The camper is small with only one bedroom and the entire family sleeps in the one room. They often cook outside and wash clothes by hand in a tub outside. The family does not have any transportation.
Case Study 3: Patrick
Patrick is an 8-month-old boy who just began in the infant/toddler room. Patrick is the first child of a 16-year-old mother. His mother is living at home with a large extended family who helps support her and the baby. His father is currently in the process of trying to obtain joint custody but is not in Patrick’s life at the moment. His mother has requested that the father not be allowed to pick up or visit his son while in school. She dropped out of school when she found out she was pregnant but would like to go back. However, she tells you that her grandmother and mother did not graduate high school and are not able to help take care of Patrick so she can attend or do school work. She reports that she is a first-generation American and her family immigrated from Russia. She says that her parents try to have her raise Patrick like they were raised overseas. She speaks to you often and confides that she would like to move out and continue her education, but she is unsure if she can do it on her own. She sometimes comes late to pick up Patrick.
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