Due to the intensifying process of globalization, many communities observe active immigration. As a result, local schools with homogeneous language environments face the necessity to provide education to children speaking other languages. It is vital for both their academic potential and socialization. Esperanza’s case demonstrates how a teacher may manage a situation with a Mexican-American pupil inclusively and adequately (Santrock, 2000). Nevertheless, there is space for creativity in Esperanza’s integration.
Speaking of the hypothetical situation of a child-like Esperanza (Santrock, 2000) attending lessons in an English-speaking class, it appears to be a significant challenge and responsibility for a teacher. If one genuinely seeks to change the situation for the girl, language would be vital. She has no opportunity to be taught by her sister, who is busy at home. However, easing other subjects for Esperanza in order to prioritize English seems to be a thoughtful strategy.
Moreover, in order to promote social integration in such a class, the teacher may, on the one hand, encourage students to learn more about other cultures and occupations. The vitality of this practice is evident for Esperanza as otherwise, it becomes nearly impossible for her to acquire knowledge and succeed in socialization. However, it is also essential that the English-speaking part of the class is aware of the intragroup differences and seeks to understand the other. Cultural festivals could serve as platforms for this as well as getting to know Spanish artists and literature, for instance.
Finally, as for the placement decision made by Mr. Perez (Santrock, 2000), it does seem quite fair: school is one of the primary socialization institutes, and, hence, Esperanza’s social needs are the primary factor. In a way, it is more important than the academic achievements at this point; however, they were also considered. Grades and references from Esperanza’s previous school could contribute to a more informed decision, but it does not necessarily have to alter from the one taken.
To conclude, integration of a student speaking the language other than in which lessons are taught is quite challenging, though vital to be managed as this is the crucial period of childhood development. Mr. Perez seems to have chosen the right path for Esperanza. Various techniques could be applied in order to overcome the integrational challenge: cultural exchange, exploring different dimensions of the life of others, and so on.
Reference
Santrock, J. (2000). Case studies in educational psychology. McGraw Hill.