ESL 3303 - Case Study (Cynthia)

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University of Houston, Downtown *

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3303

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English

Date

Feb 20, 2024

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pdf

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Uploaded by khanhphan0708

Khanh Phan ESL 3303 Case Study Fall 2023 Case Study Organization for the Case Study (Final) Student’s Name: Cynthia (Elementary) I. Background Information Give information about your student. Identify some of the areas of concern that you think are academically challenging. Cynthia, a second-year student in the ESOL program, encountered a series of challenges in her education while adjusting to a new life in America. The scenario suggests that she arrived from Puerto Rico with limited English proficiency, having no prior knowledge of the English language. Despite her mother's active participation in her educational journey, attending conferences, and addressing concerns even during working hours, a language barrier persisted at home as her father only spoke Spanish. Cynthia's academic struggles were evident, particularly in math and Spanish reading and writing skills, where she fell behind her grade level. Although she participated in a phonics program to enhance her decoding and English sound system, she continued to struggle with ending consonants. At first, Cynthia depended on her bilingual classmates, but she demonstrated resilience in becoming more independent. However, her academic progress was completely in contrast to her classmates. Her advancement is hindered by obstacles related to confidence and motivation. Although her engagement in independent reading was beneficial, her preference for socializing over educational programs like Accelerated Reading may disrupt her. The decision for her retention, supported by both her teacher and mother, underscores the severity of academic gaps. Furthermore, persistent challenges in math, Spanish language skills, and a lack of confidence present significant barriers to her academic success. Overcoming these challenges requires a comprehensive approach, including language development, advancements in math skills, consistent parental engagement, personalized strategies for enhancing motivation and self-esteem, and the cultivation of confidence across a range of academic subjects. ESL 3303 – Case Study Page 1

II. Assessment and Evaluation Describe what language theories you might consider to use when teaching this student. Give a description about what your student can do and what your student cannot do. Numerous English Language Learners (ELLs) often experience anxiety and a sense of being overwhelmed in foreign environments where language comprehension is challenging. This difficulty extends to participating in regular classrooms where content subjects like language arts, math, science, and social studies are exclusively taught in English. The case of Cynthia, who has limited English proficiency in speaking, listening, writing, and reading, highlights the need for a comprehensive approach in the ESOL program. Utilizing a combination of language theories is recommended to address her diverse language needs. The Grammar-Translation Method reinforces Cynthia's understanding of English grammar and structure by utilizing her existing proficiency in Spanish, bridging the gap between the two languages for a smoother transition. The Audiolingual Approach, emphasizing repetitive drills and oral practice, is valuable for improving her phonics skills. The Communicative Approach is crucial for Cynthia's development, focusing on authentic communication and meaningful interactions. By encouraging her to engage actively in discussions, both within and outside the classroom, her ability for effective communication is improved. This approach supports her transition from relying on bilingual classmates to independently communicating in English-speaking settings. The Total Physical Response Approach (TPR) is adapted to align with Cynthia's preference for independent reading and her lack of motivation to participate in formal testing. This approach incorporates physical movement and actions to strengthen language learning, offering a kinesthetic element that aligns with Cynthia's learning style. It is essential to maintain flexibility and adaptability in implementing these language theories, in addition to ongoing communication with her supportive mother, to effectively address Cynthia's unique linguistic challenges and foster a positive language-learning experience. III. Plan of Action Describe the activities that you would use to help this student comprehend your subject in detail. In addressing Cynthia's language learning difficulties in the ESOL program, I would implement three targeted activities to enhance her comprehension and engagement. The first activity, named "Literary Exploration Book Club," centers ESL 3303 – Case Study Page 2

around Cynthia's preference for independent reading. Within this activity, Cynthia and her classmates collaboratively select books to match their individual interests and reading abilities. Consistent discussions and reflections in English provide a social and engaging context, offering Cynthia opportunities to enhance her language skills. The goal of this book club is to transform reading into a more interactive and enjoyable experience, fostering a positive attitude toward language learning. The second activity, the multimedia storytelling project, "My Journey," provides Cynthia with a creative outlet to express herself. Through this project, she has the opportunity to craft a multimedia presentation detailing her immigration from Puerto Rico to the United States. By incorporating images, narration, and written elements, Cynthia not only refines her English writing skills but also shares her unique cultural background with her classmates. This project fosters self-expression, enhances confidence, and cultivates a positive perspective on her language journey. In the final activity, known as "Language Bridge Journaling," Cynthia engages in maintaining a journal to document her thoughts and experiences in English. This activity is essential as it involves expressing ideas in English, utilizing her foundational writing skills in the language. The journaling process offers a personal and reflective space for Cynthia to strengthen her confidence in her writing abilities. These activities are specifically designed to address Cynthia's individual challenges and strengths, providing a comprehensive approach that integrates language development into engaging assignments. The goal is to cultivate a positive and inclusive learning environment, empowering Cynthia through active participation and establishing a foundation for her advanced language skills and academic success. IV. Connection to Theory As you begin to think about this teaching and learning process, connect the learning theories that we have discussed about in class. ● Language Theories (Natural Approach – TPR, etc.) In addressing Cynthia's diverse language learning needs within the ESOL program, it is crucial to incorporate a combination of language theories. Given her initial limited English proficiency, the inclusion of the Grammar-Translation Method and the Audiolingual Approach becomes imperative. The Grammar-Translation Method, focusing on grammar rules and translation exercises, can provide Cynthia with a foundation to understand English syntax and structure. The Audiolingual Approach, emphasizing oral drills and repetitive practice, is valuable for addressing her articulation difficulties and fostering ESL 3303 – Case Study Page 3

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