Classroom Scenarios Analysis

Classroom Scenario 1 

The case of Ms. Stewart and Linh is rather complicated. However, making the student feel comfortable in class is basic in capturing her attention to the lessons in class. Ms. Stewart should embrace Linh and ask the members of her class to support and show love to the new student. Specifically, the teacher can recruit Linh’s desk mates to help her find her way around the school so that she does not feel lonely. Since Linh is an ELL student with very little understanding of English, the teacher should hook her with peers who speak English to assist her through the understanding of basic concepts. This will help make the lessons understandable to them. Lihn must practice English both at school and at home to improve her ability to comprehend ideas in class. The teacher should hand her home assignments on Basic English language to inspire her to do more practice even at home.  

Classroom Scenario 2 

The decision by Ms. Tucker to refer Samuel for testing by the collaborative teacher is wrong. Being an ELL student and having recently moved into the United States from a non-English speaking country, Samuel’s inability to comprehend math concepts may not be based on a learning disability. It is wrong for Ms. Tucker to apply her old teaching methods in a class with no consideration of the ELL student. Samuel came to the US with a motivation for doing better in math. Therefore, a learning disability could be the least of his possible problems. Krashen believed that the affective filter, which is caused by emotional variables, is among the obstacles that affect the process of language acquisition in students (Ghaderi & Nikou, 2016). In the case of Samuel, his troubles in math are caused by the confusion from the new language. He has then developed a fear of math to the extent that he even gets scared by figures.  

Reference  

Ghaderi, M., & Nikou, F. R. (2016). The Relationship between Krashen's Affective Filter Hypothesis and Iranian Efl Learners' Writing Skill. Modern Journal of Language Teaching Methods , 6 (1), 264.