DQ 1:
Research potential issues related to the identification, classification, and placement of ELL/bilingual learners into language support programs. Focus your research on English language support (e.g., ESL, ELD, SEI) or bilingual language support, not just issues related to the intersection of ELL/bilingual learners and other services (e.g., gifted and talented education, special education). Why might a student who could benefit from language support services, not qualify? Or how might a student be placed in language support services inappropriately? What is the role of assessments in these situations? Cite at least one scholarly resource supporting your response.
DQ 2:
A new student enrolls in your school and according to all the identification and placement processes, you know the student qualifies for ELL services. As the ELL program coordinator, you follow the procedures for ensuring the student receives the appropriate support.
However, after some time has passed, you find out that colleagues in your building failed to follow through on their responsibilities and unfortunately the student has not been receiving the appropriate English language development support he is entitled to.
According to COE’s Professional Dispositions of Learners, how can a Christian worldview inform how you handle the situation in an ethical and morally respectable way? Discuss which professional dispositions you would demonstrate in your communication with colleagues and the family of the student.
