An Investigation With A Non Native Speaker

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Introduction According to government statistics, Canada welcomed 258 953 immigrants to the country in 2013 (2014, Statistics Canada: Facts and figures immigration overview [table]). With such an influx, teachers can expect higher numbers of English language learners (ELLs) in Canadian classrooms. Therefore, it is essential that teachers make efforts to understand the processes by which an ELL experiences the acquisition of English. To this end, a case study investigation with a non-native speaker (NNS) who has immigrated to Canada reveals details about this experience. Essentially, to gain practical knowledge an investigative interview is conducted followed by an analysis that can be used to determine pedagogical decisions in one 's personal teaching practices. In this case study, the candidate does not have formal English language instruction yet his interview reveals that the process whereby he is learning English is congruent with theoretical evidence that supports current methods. Procedure In order to prepare for the interview, 44 questions were created (see Appendix C). Prior to developing the questions six categories were developed in an attempt to identify the theoretical approaches that align with the learner 's; characteristics/style, learning conditions, learner 's developmental processes, motivations, and personal strategies (see Appendix C). As a means to acquire the most accurate data, an interviewee was pre-selected in order to construct questions in a
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