EDU Scenarios

Identify two specific learning needs the student has as an English learner, based on the student description and the responses.

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

His parents were willing and agreed to change the language that kept their family close. Rodriguez did not only improve in his English but he also improved in his confidence. With this new gained confidence, Rodriguez proved to be a new spark for a successful record of his classroom

Arizona Posit Lincoln (commonly known as ASU or perhaps Arizona Dos) is usually a indefinite metropolitan exploration university fixed with quintet campuses along the Constellation, Arizona, City Place. A ordinal campus settled inside northwestern Arizona is actually popular because the ASU Colleges from Pond Havasu Slot.

The language and cultural barrier between Mrs. Stewart and Anna would be a difficult obstacle but one that could be overcome with modifications and adaptations. Although Mrs. Stewart has many years of experience, this would be her first time having ELL student. This will require for her to learn about Anna’s diverse background, her culture and linguistic experiences, since research has proven that“just good teaching” is not enough.

As a teacher in a school system the first thing I would do with a student like Esperanza and in her situation, I will motivate her. Talk to her and find what she knows and what kind of learner she is. Things I can provide her with so that she will learn during class will include but will not limit to: Bilingual books so that she can read in class and at home. Flash cards to help her learn words and phrases. Audio books so that she can hear the reading as she reads. Giving her stories that appeal to her, e.g. farming, computer usage to write and look up words. As she learns English she can restate when she has to do Spanish but as time goes on she will me encouraged to do it in

The students' characteristics are that most of them are taking the class because it is an elective and they don't really need to take it and also for the Spanish-speaking students it is more of a burden to learn the more of the language as they "already know it" and his parents would rather have them speak English than Spanish. They are in America, so they must speak English and not Spanish anymore. I was, also, able to see some of the ones that are proud taking that class and happy that they can share and learn more of their

The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons.

It will also serve to provide the beginning stage of a more comprehensive action research study to allow me to meet her needs as best I can, which I will discuss in the conclusion. METHODOLOGY The objective of this case study is to describe, in terms of second language acquisition theory, this student’s language proficiency, especially through the lens of whether she will achieve the expected ‘C grade’ required of her for passing and matriculation. The key research question for this case study is, “What are the specific language-based and affective patterns that identify this child, and can they be described in an inter-related fashion?” My hypothesis is that such “thick description” (Geertz 1994) can be reached through two different but complementary aspects of second language acquisition theory by integrating the discussion along these lines: • Learner language analysis. Features and patterns are identified through a close analysis of Katie’s output: written and oral. This is matched to SLA theory, and ‘gaps’ between the target and achieved language will be identified. • Affective factors as revealed from choices in responding to prompts and the content of discussion from three interviews held with Katie.

Based on the student description and responses, Elena has the following two specific learning needs as an English learner, one she needs assistance with her English language, mostly in her vocabulary. She knows the basics of the English language, but it would be difficult for her to use math vocabulary and understand math concepts. Two, she needs positive encouragement from the teacher and classmates since she is somewhat socially shy.

This program would allow me to develop the skills and knowledge necessary to create engaging instruction that maximizes both student language production and content knowledge. Through this program, I hope to gain an understanding of language acquisition in both English and Spanish so that I can help students create bridges between the two languages. In developing this metalinguistic awareness among my students, I will allow them to fully unlock the potential of each language. As I learn to improve my language instruction, I will ensure that all of my students gain the skills

Once a week Jose goes to the library and choose a bilingual book but he only reads the Spanish part which is not being beneficial for him. Jose says there is no need to read the part in English because anyways he does not understand a single word. Specialists are doing observations and exams to have a proper diagnostic for Jose. Every day he goes to another class for one hour where he sits in a computer and listens to a program design to help kids learn English. The counselor talks to Jose at least once a week to encourage him to grow academically. The principal wants to make sure that Jose is giving his hundred percent to learn. His friends are always trying to help him, Chaylem a very bright student read aloud to Jose so he can hear the pronunciation of the words and repeat them. Cesar another peer, sits with Jose during their math class so he can help him with the problems. Jose likes when the other students tries to help him because sometimes he do not want to admit in front of the class that he does not understand

Her requests to read and write stories led me to use Penguin Readers in class and she was very involved in reading some of the stories aloud, discussing the ideas in the stories and writing short reviews and stories. This new goal motivates her language learning and supports the Andragogical theory that adult learners learn best when they are interested in the subject they are learning and the lesson is useful to them. Her high aspirations with regard to understanding English keeps her focused on improving her expression in English. The result is that her basic communication skills, e.g. with the Housing office or the doctor is better than most E3 learners.

Except for her mother-tongue language Taiwanese, English is the one she spent most time on it. She has been learning this language for more than nine years. The first time she contacted with English was in her childhood. She studied the language just for the fun of it and she was really interested in games in the process of study. Her first English teacher was a Malaysian woman. One left a great impression on her was that the place for the class was in a church. She studied English with a friend of her neighbor in the church for a year. So far she still missing the time she learned English at the church.

She may be at an advantage as many EAL/D students already speak one or more languages, and with this knowledge will already have the foundations for which to build the development of English language.