A student whose L1 is Basque is displaying certain problems. The ESL teacher is uncertain whether he has one or more learning disabilities or if it could be a problem with his language development. She is uncertain what to do. She knows that if she refers him for assessment, he might be inaccurately labeled as learning impaired and placed in a special education class. If his problems are language-based, such a move could be detrimental. She knows that there are no assessments available in Basque in her district, and she feels strongly that he needs to be presented with certain questions and allowed to answer in his own words before a decision is made. The boy's adult aunt, a fluent English speaker and the teacher's neighbor and friend, has offered to help as an informal translator. Is this a suitable fix?