A beginning second-grade ESL student is starting to use his language skills after a silent period. What is the best action for the teacher to take regarding the student's stuttering?

The best action for the teacher to take in this situation is to find out from the student's parents about his stuttering in his first language (L1). This approach allows the teacher to gain insight into the nature of the stuttering, which may be helpful in understanding if this is a consistent issue across languages or if it is related to the process of learning English as a second language. Engaging with the parents can provide valuable context and information about the student’s experiences and any interventions that may have already been attempted. This communication can also foster a supportive relationship between the teacher and family, allowing for a more tailored and sensitive approach to the student’s needs.

Additionally, understanding the child's experience with stuttering in L1 can help the teacher differentiate between language acquisition struggles and potential speech disorders, which is crucial for providing appropriate support. This knowledge may inform classroom strategies and expectations, ensuring that the student receives encouragement while developing confidence in their new language skills without being overwhelmed.