Case Study Research Paper
Abstract
The purpose of this study is to determine if a deficit in the ability to use oral communication has an effect on participation in an academic classroom discussion. The subject of the study is a seven year old girl who is an English Language Learner’s (ELL) and has educational challenges in the area of language acquisition and production. She specifically struggles with participation in academic classroom discussions. In creating this case study data was collected through interviews with pertinent stakeholders who include the ELL, her parents, teachers, tutors, and the administration. The findings were compiled by grouping responses to the interview questions into themes and then further interpreted. Other research was reviewed through literature and examined in connection to the findings. The primary finding is that there is a direct correlation to a deficit in the ability to use oral communication and the effect it has on participation in an academic classroom discussion. The main conclusion exposes a need for additional training for teachers as they work with ELL’s in the classroom setting in order to facilitate an increase in participation in academic classroom discussions by the ELL. Additional research is suggested to see how the ELL interprets successful participation in classroom discussions in light of the differences in perception from the ELL, classroom teacher, and tutors.
Introduction This case study looks at Maddie, a seven year old girl, who was brought to America by her adoptive parents at age five. The first four years of her life were spent in a Russian orphanage. Her basic needs were cared for, but there is some reported neglect in the normal interactions needed for developmental milestones. At the time of her adoption, she spoke only Russian and had delayed language and oral motor deficits with a vocabulary of fewer than twenty words. Maddie has made significant progress in motor skills and language aquisition, but
The purpose of this study is to determine if a deficit in the ability to use oral communication has an effect on participation in an academic classroom discussion. The subject of the study is a seven year old girl who is an English Language Learner’s (ELL) and has educational challenges in the area of language acquisition and production. She specifically struggles with participation in academic classroom discussions. In creating this case study data was collected through interviews with pertinent stakeholders who include the ELL, her parents, teachers, tutors, and the administration. The findings were compiled by grouping responses to the interview questions into themes and then further interpreted. Other research was reviewed through literature and examined in connection to the findings. The primary finding is that there is a direct correlation to a deficit in the ability to use oral communication and the effect it has on participation in an academic classroom discussion. The main conclusion exposes a need for additional training for teachers as they work with ELL’s in the classroom setting in order to facilitate an increase in participation in academic classroom discussions by the ELL. Additional research is suggested to see how the ELL interprets successful participation in classroom discussions in light of the differences in perception from the ELL, classroom teacher, and tutors.
Introduction This case study looks at Maddie, a seven year old girl, who was brought to America by her adoptive parents at age five. The first four years of her life were spent in a Russian orphanage. Her basic needs were cared for, but there is some reported neglect in the normal interactions needed for developmental milestones. At the time of her adoption, she spoke only Russian and had delayed language and oral motor deficits with a vocabulary of fewer than twenty words. Maddie has made significant progress in motor skills and language aquisition, but
References: De Jong, E. J., & Harper, C. A. (2005). Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough? Teacher Education Quarterly, 32(2), 101. Retrieved from http://www.questia.com Hill, J Perez, D., & Holmes, M. (2010). Ensuring Academic Literacy for Ell Students. American Secondary Education, 38(2), 32+. Retrieved from http://www.questia.com Tarone, E., & Allwright, D