Identifying At-Risk Students Before Its Too Late Essay -- Student Wit

One of the nigh chall(a)enging times for a child is when he or she moves from one school to another. They must become given up to a new group of peers, teachers and school community. There is a feeling of isolation and loneliness that these children must deal with. In most cases, it is a issue of a few short weeks before the student is at ease. However, for an immigrant, this process and the challenges faced be much more extreme and difficult to overcome. When an English linguistic process Learner (ELL) enters the new school system, they are exposed to a cultural slurry of their new land (Gunderson, 2000). This includes new foods, customs, language, ethnicities, hobbies, religions and everything else that makes Canada a proud and versatile nation. Ideally, children should experience a balanced educational environment where they learn English, while their first language and culture are maintained and reinforced. Unfortunately, this is rarely the case. A richly number of ELL students are immersed in the conflict of loss (Gunderson, 2000). As a result, they feel everything that makes them who they are is slipping away and existence replaced by an alien culture. They familyn for faces they recognize, foods they know and the sounds of home. The slipperiness Study chosen shows signs of the aforementioned conflict but also signs of a learning disability. This paper will include a rejoinder to Intervention (RTI) move up and further help to assist Amala succeed in her education and new life in Canada. RTI is a multi-tiered service delivery poseur that is used to disclose at-risk learners early and to provide instruction in general education first, followed by targeted intervention as needed (Echevarria, 2013). Amala, a 15 year old Indian girl,... ...aps she does not approve of this marriage or perhaps her biological Father remains in India? These are questions that must be asked when aspect at Amalas case. They could all affect h er attitude in school and be very large obstacles in her learning. It is important to go down every avenue, to be sure Amala is being supported the correct way.Works CitedBibiography1. British Columbia Ministry of Education, English as a Second Language Learners A Guide for schoolroom Teachers (1999), ESL Students with Special Needs, pp. 22-23, http//www.bced.gov.bc.ca/esl/2. Echevarria, Jana, MaryEllen Vogt, and Deborah Short. fashioning content comprehensible for English learners the SIOP model. 3rd ed. Boston Pearson/Allyn and Bacon, 2013. Print.3. Gunderson, L. (2000). Voices of the Teenage Diasporas. Journal of Adolescent & Adult Literacy, 43(8), 692-706. Identifying At-Risk Students Before Its Too Late audition -- Student Wit One of the most difficult times for a child is when he or she moves from one school to another. They must become accustomed to a new group of peers, teachers and school community. There is a feeling of isolation and lonelines s that these children must deal with. In most cases, it is a matter of a few short weeks before the student is at ease. However, for an immigrant, this process and the challenges faced are much more extreme and difficult to overcome. When an English Language Learner (ELL) enters the new school system, they are exposed to a cultural slurry of their new land (Gunderson, 2000). This includes new foods, customs, language, ethnicities, hobbies, religions and everything else that makes Canada a proud and diverse nation. Ideally, children should experience a balanced educational environment where they learn English, while their first language and culture are maintained and reinforced. Unfortunately, this is rarely the case. A high number of ELL students are immersed in the conflict of loss (Gunderson, 2000). As a result, they feel everything that makes them who they are is slipping away and being replaced by an alien culture. They yearn for faces they recognize, foods they know and the sounds of home. The Case Study chosen shows signs of the aforementioned conflict but also signs of a learning disability. This paper will include a Response to Intervention (RTI) approach and further help to assist Amala succeed in her education and new life in Canada. RTI is a multi-tiered service delivery model that is used to identify at-risk learners early and to provide instruction in general education first, followed by targeted intervention as needed (Echevarria, 2013). Amala, a 15 year old Indian girl,... ...aps she does not approve of this marriage or perhaps her biological Father remains in India? These are questions that must be asked when looking at Amalas case. They could all affect her attitude in school and be very large obstacles in her learning. It is important to go down every avenue, to be sure Amala is being supported the correct way.Works CitedBibiography1. British Columbia Ministry of Education, English as a Second Language Learners A Guide for Clas sroom Teachers (1999), ESL Students with Special Needs, pp. 22-23, http//www.bced.gov.bc.ca/esl/2. Echevarria, Jana, MaryEllen Vogt, and Deborah Short. Making content comprehensible for English learners the SIOP model. 3rd ed. Boston Pearson/Allyn and Bacon, 2013. Print.3. Gunderson, L. (2000). Voices of the Teenage Diasporas. Journal of Adolescent & Adult Literacy, 43(8), 692-706.