I’m studying for my Writing class and need an explanation.
Jamil is one member of El Cajon’s growing Chaldean community, having arrived a year ago with his mother, father, and older sister from Syria. Jamil is four. At home Jamil’s family speaks Aramaic and Arabic but both parents are taking English classes. Based on concerns about Jamil’s speech and language development, his pediatrician referred him early this year for an evaluation and also suggested that Jamil’s language and social-emotional development would benefit greatly from a preschool program.
Jamil is now attending a local preschool program and is beginning to connect with other children and to communicate with his teacher and peers. He has developed a tremendous interest in blocks and builds tall and elaborate structures. He has an IEP and receives support in the classroom each week from a speech-language pathologist. Both Jamil’s teacher and his therapist have noticed that introducing and reinforcing concepts in a sequence (e.g., in a cooking activity) support both his receptive and expressive language.
To support carryover, both Jamil’s teacher and therapist have shared ideas about how to support his developing language skills at home. They’ve suggested games and routine activities that would be great ways to give him additional opportunities to practice his evolving language skills. His parents have expressed reluctance to do this as, they have shared, it is not customary in their family for adults to play with children.
What might you do next to support Jamil?
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