Language barriers and classroom inclusion for English language learners

Moises had a difficult time in class because although he understood the math involved in getting the answer: 40 minutes or 2 minutes per block, he could not express himself in English. When he spoke, all he could muster in English was “forty”. The teacher tried to get him to say more, but he only felt comfortable with saying “forty” because that was the only word he knew to convey what he was thinking after looking into a dictionary. So, in a way, he felt helpless and alone, even after asking for help in understanding what the teacher said from a nearby classmate.
Moises did not feel protected or understood. Even after class when he tried to explain that he needed an exam in Spanish, the teacher could not understand what he said. He had to express it emphatically to really get her attention even after providing a picture of her at her desk and a handwritten note in English. When the children laughed at him repeatedly for saying ‘forty’, he most likely did not feel counted as they saw him as a joke for making such a response. Although the teacher most likely felt like she had to stick to the rules of instruction, she must have also felt frustrated and not being able to help Moises adequately.
She must have been going through thoughts of frustration. Having to reprimand a student for laughing at Moises, not being able to understand Moises when she spoke with him outside and finally realizing Moises needs additional help outside of normal instruction.