According to assessments and other educational records, an entering-level student in a middle school ESL class performed well academically in his home country. However, since his arrival, the student has displayed ongoing shyness, decreased motivation and effort, and an overall lack of progress in language learning. The ESL teacher invites the student's parents to a conference and arranges for a translator to be present, but they do not attend the conference. In this situation, which of the following steps would be most effective for the ESL teacher to take next to promote communication between the school and the student's family and, in turn, to support the student's academic success?
  1. Meeting the student's family at their home or a community center to gain more knowledge about them and their culture and to facilitate better linguistic and cultural understanding between the teacher and the student and his parents.
  2. Asking the student to stay after school for extra instruction and to discuss the home environment and why his parents did not attend the conference.
  3. Requesting that the principal send a follow-up letter in the first language to the student's parents explaining the importance of establishing a strong home–school relationship and requiring them to attend a conference.
  4. Conducting research about the student's first language and home culture to determine the reasons why the student is having difficulty progressing in school.
Explanation
Correct Response: A. A school setting can often feel like an intimidating place for the families of English language learners, so meeting a student's family in a familiar setting, such as their home or a community center, can be an effective strategy for facilitating the initial contact with a student's family. B is incorrect because this strategy does not help bridge the cultural and communication gap between the school and the student's family. C is incorrect because this strategy is more likely to exacerbate the situation by further intimidating or alienating the family. D is incorrect because, although conducting research about the student's first language and home culture may be of some benefit, this strategy does not necessarily provide insight about this particular student's situation or help establish communication between the teacher and the student's family. 
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