Case Study 1: Kim

Kim produces simple phrases and sentences and makes basic-level grammatical errors. He initiates short conversations with his classmates. He understands easy stories read in class with the support of pictures. Kim is able to do some content work with teacher support. He also expands on vocabulary that is already familiar to him.

Which stage of language acquisition is Kim demonstrating? Include rationale for your answer.
What issues are affecting Kim's language acquisition?
What are some specific instructional methods you would use to help Kim in his language acquisition?
What are the broader implications for planning instruction for Kim?

Case Study 2: Chen

Chen is verbally unresponsive to questions. She indicates her comprehension by nodding, drawing, and gesturing. She repeats everything the teacher says. She only comprehends key words and depends heavily on context, visuals, and gestures. She listens attentively and can copy words from the board.

Which stage of language acquisition is Chen demonstrating? Include rationale for your answer.
What issues are affecting Chen's language acquisition?
What are some specific instructional methods you would use to help Chen in her language acquisition?
What are the broader implications for planning instruction for Chen?Case Study Example: Maria

Maria produces more complex vocabulary and sentences. However, she also makes complex grammatical errors. She is willing to express her opinions and share her thoughts. She will ask questions to clarify what she is learning in class. Given supported context, she shows good comprehension of what she has read. She uses strategies from her native language to learn content in English.

Write a 150- to 175-word response tothe following questions

1. Which stage of language acquisition is Maria demonstrating? Include rationale for your answer by citing resources other than the profile provided.

Possible response: This is the intermediate fluency stage. I have identified that Maria is in the intermediate fluency stage partly based on information from Robertson and Ford (2008) and their description of the stage.

2. What issues are affecting Maria's language acquisition?

Possible response: Maria needs supported context and still makes complex grammatical errors.

3. What are some specific instructional methods you would use to help Maria in her language acquisition?

Possible response: The teacher should focus on learning strategies and should encourage Maria to develop more complex academic language, both oral and written. One strategy might be to provide Maria with prompts such as "What would happen if . . . ." or "Why do you think . . . .?" The teacher would encourage Maria to use academic language to describe complex ideas, higher order thinking processes, and abstract concepts. More figurative language can also be introduced to Maria. Figurative language describes something by comparing it to something else. The teacher would encourage Maria to use similes, metaphors, personification, alliteration, hyperboles, idioms, and so on.

4. What are the broader implications for planning instruction for Maria?

Possible response: Maria is nearing complete fluency in English.