ABSTRACT
This case focuses on the difficulties that arise when teachers are unaware that the needs of linguistically diverse students may differ from those of native speakers of English. When they lack information about what types of instruction students are actually receiving in different settings, teachers can seriously misjudge the academic progress being made by students. Even when teachers are supportive and well intentioned, a lack of knowledge about second language development and appropriate strategies that help second language learners succeed can lead to disappointment, frustration, and anger. You will see the consequences of founding hopes and expectations for student performance on faulty assumptions. Specifically, the case describes what happens when a fourth grade teacher with limited experiences with second language learners acts in ways that to him seem logical when making decisions about what is best for one of his students.
