Talent Development for English Language Learners by Michael S. Matthews

Author:Michael S. Matthews
Language: eng
Format: epub
Publisher: Taylor and Francis

Sidebar 5.3: High School Differentiation Example: Minh

Minh has been placed in the ninth-grade World History class even though he has excelled in history classes in his native language before moving with his parents to the U.S. He reads copiously, and has finished reading the history textbook by the end of the third week of school. Even now, halfway through the school year, he tends to keep quiet in class unless his teacher, Coach T., directly asks him a question. When he is asked, Minh usually can offer a complete and correct response if given a few moments to formulate his thoughts. Minh’s written homework always demonstrates a strong factual knowledge of the subject and keen insight because of the time and effort he puts into completing it, although often it requires multiple corrections for English grammar and style.

Coach T. realizes that Minh probably already knows more about world history than any of his classmates, because of the strong educational background he brings from his home country. He decides that Minh probably would get more out of his education if he were able to learn more about U.S. history in particular. He arranges with Mr. Bosquet, who teaches AP U.S. History across the hall, for Minh to sit in on the AP lectures but to continue completing the World History homework and tests. By remaining enrolled in World History until he can take AP U.S. History the following year, Coach T. can continue to foster Minh’s English writing and speaking skills so that he will be prepared to be successful on the exams in AP U.S. History the following year.

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