Esol Case Study
ELL Case Study
Brenda Gomez and Sandra Ramallo
TSL 609: Cultivating Culturally Responsive Leaders
Professor: Christine M. Rosario
Introduction The purpose of this study is to make school administrators aware and familiar with the challenges and obstacles ELL students encounter. With such a growing population of ELL students, teachers are having to become more and more aware of instructional strategies. Teachers are now being held accountable more than ever for their student’s performance and need to make sure every student makes learning gains. With South Florida’s increasing ELL population teachers are struggling to get these students, whose first language is not English, to speak, read, and write proficiently in English before they take the FCAT or by the end of the year to be able to show learning gains. This case study will take place at Winston Park K-8
School. Winston Park is located in a suburban, middle to lower class multiethnic
community in the southwest section of Miami-Dade County. The student population
is composed of eighty-six percent Hispanics, nine percent white, one percent black, and four percent other. Sixty percent of the students are eligible for free and reduced lunch, 46% are ELL, six percent are SWD, and four percent are gifted students. Average daily attendance is 98%. There is a total of 96 instructional staff members. Ninety-one percent of the instructional staff is highly qualified.
Twenty-six percent of teachers have received advanced degrees. Parental involvement is high and growing.
The student interviewed is an eight-year-old third grade student. Gabriela came from Cuba in March of 2012. Gabriela and her family came from Cuba in search of freedom and a better life. Gabriela came to the United States with her father and mother.
Gabriela states that they lived in a poor neighborhood and struggled to get the little food that they did to put on the table. After
Brenda Gomez and Sandra Ramallo
TSL 609: Cultivating Culturally Responsive Leaders
Professor: Christine M. Rosario
Introduction The purpose of this study is to make school administrators aware and familiar with the challenges and obstacles ELL students encounter. With such a growing population of ELL students, teachers are having to become more and more aware of instructional strategies. Teachers are now being held accountable more than ever for their student’s performance and need to make sure every student makes learning gains. With South Florida’s increasing ELL population teachers are struggling to get these students, whose first language is not English, to speak, read, and write proficiently in English before they take the FCAT or by the end of the year to be able to show learning gains. This case study will take place at Winston Park K-8
School. Winston Park is located in a suburban, middle to lower class multiethnic
community in the southwest section of Miami-Dade County. The student population
is composed of eighty-six percent Hispanics, nine percent white, one percent black, and four percent other. Sixty percent of the students are eligible for free and reduced lunch, 46% are ELL, six percent are SWD, and four percent are gifted students. Average daily attendance is 98%. There is a total of 96 instructional staff members. Ninety-one percent of the instructional staff is highly qualified.
Twenty-six percent of teachers have received advanced degrees. Parental involvement is high and growing.
The student interviewed is an eight-year-old third grade student. Gabriela came from Cuba in March of 2012. Gabriela and her family came from Cuba in search of freedom and a better life. Gabriela came to the United States with her father and mother.
Gabriela states that they lived in a poor neighborhood and struggled to get the little food that they did to put on the table. After