Sample APA Interview Report

Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.

It's a regular Tuesday morning, just like any other. A Hispanic mother is called to the school for a meeting for a consultation about her son’s performance. While in the meeting, the principal tells her that her child is in the 2nd grade, but is very behind. He adds the fact that her child does not understand the language the teacher speaks, and consequently, is not learning. The mother feels helpless since she cannot help him by reason of not understanding the language either. Hence, this is the difficult reality for numerous Hispanic families.

the appropriate length depends on the journal to which you are submitting, but they are typically

The purpose of this paper is to provide you with written instructions on some of the basic guidelines with the new APA format (American Psychological Association, 2009). In addition, this paper is written in APA format to provide you with a visual image of how many aspects of papers should be written, from the title page, to headings, to references in text, and the reference page. This paper is not met to be a comprehensive explanation of APA format, but will provide the reader with the basics. So, please buy the manual and read it.

1. UNDERSTAND THE SPEECH, LANGUAGE AND COMMUNICATION ASSESSMENT PROCESS FOR CHILDREN AND YOUNG PEOPLE WHO ARE LEARNING MORE THAN ONE LANGUAGE.

Sonia Meirelles is a 27-year old Brazilian student, in the Intermediate English class, who has been studying English for 13 months (since August, 2011). Sonia has a degree in Biology and used to work as a biology teacher in a regular school, however she is currently unemployed. She then decided to start taking English lessons, so she could have more chances when trying to find a job.

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

What about the student as an individual (experiences, skills, interests) provides insight into his or her work samples and your analysis of them? In a class where most students either fall into the categories of being high achieving or low scoring, Kaylee is one of few students in the middle. Next year, students have the choice of going on the college track in language arts and I would like Kaylee to feel comfortable in her abilities to choose the college track. She feels that she is not good at reading and therefore, she needs to stay in regular language arts next year.

The second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

In this case study I will introduce my student, his language background; his exposure to English before coming to Australia and his current level of English based on the ESL scales after analysing his speaking, reading and writing work samples. I will assess John’s proficiency in speaking, listening, reading and responding and writing and I will make a detailed profile of the reading and responding aspect.

The student that I observed was a 7th grader with Autism. He has been in the same school since Kindergarten and has transitioned through each year with some academic struggles. He does have an IEP, which suggests his modifications on grading. The student has always worn a sweater along with wearing the hood, regardless of the temperature. He has continued to wear the sweater since second/third grade. He lives with both parents and has two older siblings. According to the Adaptive Physical Education teacher, there has been a noticeable change in behavior and participation. Last year, the student was always engaged and willing to participate, this year has been a different story, a struggle to get him to join in during general education Physical Education. As part of his IEP, he is to participate in a general education setting a few days out of the week to reach his goals for increasing social skills. The student observed does have a one on one aide with him for the entire day.

This student and the student’s family are African American. The primary and only language spoke at home is English. It is beneficial to the child to know English when English is the language spoken at school by staff members and when instruction is only given in English. This student is currently being raised by his parents and has lived in the same house throughout his life. The student has one sibling, who is a fifth grade student. His younger brother is not currently on an Individualized Education Plan.

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.

lives with is grandparents, parents and one younger sister. Grandparents speak Spanish. Parents and children speak Spanish and English. had been ill frequently during first grade and missed a number of days of school. Parents indicated enjoys school.