April 20, 2014TSL 4081Allan Hendershot

Bryce Fink

DeAnna Persaud

Felix is a bright and very shy third grade student. He speaks Filipino and English as a second language. He is 7 years old. He was born in the Philippines and lived there with his mother and younger sister until 2010, when they moved to California. He moved to Florida in August 2013 with his mother, younger sister, and stepfather. We do not know anything about Felixs biological father. According to his teacher, Ms. Lane, Felix does not like to talk about his father. Felix started school in the Philippines where he attended Kindergarten and part of first grade.

Felix learned to read mostly from his mother. He can read and write in Filipino and English, however his English skills are closer to grade level than his Filipino skills. He had some instruction in English from his mother and at school before he came to the United States. At home, his mother reads to him several times a week, mostly in English. She does tell him stories and sing songs in Filipino several times a week as well.

Overall Felix has a positive view on school and learning English as well. He enjoys science and math. He is well behaved in class and occasionally contributes to classroom discussion, but only in topics that are of particular interest to him. He almost always seems to comprehend verbal instructions and can answer most questions when called upon. His teacher occasionally has to re-explain some topics or ideas in different ways in order for him to comprehend them.

Felixs school uses a fairly standard RTI program. Currently Felix receives additional assistance in reading in thirty minute sessions three times a week. He also meets with an ESOL specialist three times a week in 30 minute sessions as well. All classroom texts and materials are in English. Felix does need some assistance during class. His teacher will often provide him with a list of vocabulary terms or an outline of key concepts before a lesson or new reading assignment. She also assists him with pronunciation, upon request, for difficult or new words. He is very shy and only asks for this type of assistance when his classmates are occupied on other tasks.

Through discussion with Felixs teacher and analysis of his reading and writing samples I have observed several issues. Although Felixs verbal comprehension is quite high, his reading comprehension is somewhat limited. He will often miss key points or concepts when reading. He also has issues with tense and subject verb agreement. He has frequent issues reading words that have long vowel sounds or use silent e. Soft th sounds are also an issue, especially when he is clearly nervous or searching for the correct word. For example, he will revert to using da or dat instead of the or that. He also has issues reading and pronouncing words that have sh or ch sounds. He is quite fluent when in front of groups of no more than two or three people, but when in front of the class he becomes very insecure, struggles to find the correct words and reverts to Filipino. He says this is because he feels nervous because he does not know enough words in English.

INTERVIEW

A: Okay, so first I want to ask you where youre from. Where are you from originally? What country are you originally from?

F: Philippines

A: Philippines? Okay. Cool. And how long have you been here in the United States?

F: Uh, for, for like six years.

A: Six years? Wow, thats a long time.

F: Uh, like, uh, four years.

Teacher: Do you remember how old you were when you came over here?

(Long pause, no answer)

A: Did you go to school when you were in the Philippines?

F: Yeah.

A: So, since you came here, whats it been like to learn English? Has it been easy? Has it been hard?

F: Hard.

A: Its been very hard? Okay.

F: My parents taught me how to speak English.

A: Your parents taught you? Okay. Whats been the hardest part, do you think, about learning English?

F: Like how to pronounce some words, or knowing what they mean.

A: So, pronunciation and meaning, basically, right? Okay.

F: Yeah.

A: Perfect. Great. What part about learning English do you like? Whats been fun?

F: Like, um, like learn, like learning stuff that are like are new words. Like for me.

A: So learning new words? Finding out and learning new words and what they mean?

F: Yes. Like I dont really know a lot of English words.

A: Okay.

Teacher: Im glad you think its fun to learn English.

A: Were you learning English in the Philippines before you came here? Or did you start when you came here?

F: Just a little bit.

A: Just a little? Okay. How did you learn to read? Did your mother teach you? Did you learn mostly in school?

F: My mother taught me.

A: Your mother taught you to read? Did she read to you in English only, or did she use your native language as well when she read to you?

F: (Pause) Yes. But sometimes, I dont really know, da, da, the language she used to.

A: Okay, were almost done.

Teacher: So, you speak more English now?

F: Yeah. Cause I live here more.

A: Okay, um, is there anything that your teacher does that helps you learn to read? (Pause) Like what can you think of that your teacher does that helps you with your reading?

F: Like, um, to... (pause) Like she, she taught me how to like, um, do the syllables, and try to, try to, um, like find how to please, how to pronounce it.

A: So basically decoding the syllables, breaking them down into small pieces?

F: Yeah.

A: Is there anything that your teachers have done that maybe didnt help so much?

F: No.

A: No? Okay. Lets see (Pause) Are there sounds in English, like particular syllables, or sounds that are hard for you to pronounce, like harder than others?

F: Uh, yeah.

A: Like? (Pause) Can you give me an example? (Long pause)

G: I used, um before, when I was, when I was like in first grade, I didnt know how to, to sound out, um, par par-tic-u-lar.

A: Particular?

F: But now I do.

A: Wow. Good example! Really good.

F: Cause now I, now I, hear it a lot.

A: Are there any activities or reading material or books that you find are more helpful with learning how to speak English?

F: Yeah. I, uh, read some books when I came here, uh, and then, and then my mom read a book, and I read a book, too. And I copied the book, and then, it helped me to learn English.

A: Okay. Alright, were almost done. Just a couple more. (Pause) So, since youve been here, since youve been in the United States, um, how long was it before you began to feel like your English was, you know, improving, or getting much, much better?

F: Um, I got, um, I learned English when I, and I got much better, like in the next year. Cause I got here in 2010. And then I was try, I was learning, and then, and then the next year I was already, already, it was a lot easier.

A: Okay, so basically by your second year, you would say?

F: Yes.

A: Yeah, you felt like you were able to talk to people better, and be able to talk to your friends more, and stuff like that?

F: Yes.

A: Okay. Alright, let me see (Pause) If you could start over again, learning English, if you could start all over again like youd never heard English before, is there anything you would do differently? Is there anything you would do differently to, you know, help you learn it better?

F: Uhhh.

A: Thats a tough one, huh?

F: (Long pause) I cant think of one. (quiet giggle)

A: (Chuckling) Its okay. If you think you did it right the first time that is perfectly fine with me. I think thats pretty much it.

F: Okay.

A: I think that covers everything. I want to thank you. Youve been very helpful, and you did excellent.

F: Okay.

A: Thank you very much. Really good. Really good answers.

SOLOM (Student Oral Language Observation Matrix)

Teacher Observation Scale

Comprehension (5)

Understands nearly everything at normal speech, although occasional repetition may be necessary.

His comprehension was excellent during all three sessions. I rarely had to repeat any questions or rephrase my responses.

Fluency (4)

Speech in conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression.

There are some occasions where he stumbles or pauses while he searches for the correct word or phrase. For example. When I asked him, What part about learning English do you like? Whats been fun? He said, Like, um, like learn, like learning stuff that are like are new words. Like for me.

Vocabulary (4)

Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

There were some instances where he had to rephrase ideas or used the wrong terms. For example, the teacher asked the student, So, you speak more English now? and he replied, Yeah. Cause I live here more.

Pronunciation (4)

Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.

The accent is evident but did not at any point obscure meaning or cause misunderstanding.

Grammar (4)

Occasionally makes grammatical and/or word-order errors which do not obscure meaning.

There were several instances during each meeting where the student made grammatical errors. For example, when I asked him how long it was before he felt as if his English was improving he responded with, Um, I got, um, I learned English when I, and I got much better, like in the next year. Cause I got here in 2010. And then I was try, I was learning, and then, and then the next year I was already, already, it was a lot easier.

Total score: 17

Reading Sample

During the reading sample, Felix misread the word fad several times, saying fade instead. Additionally he will often mispronounce this or that, saying dis or dat instead; however, this does not obscure meaning. He also occasionally skips words, especially the word the. For example when he read the first sentence in the third paragraph he said, In 1950s. instead of, In the 1950s. He occasionally has issues with singular and plural nouns, often leaving out the s at the end of the word. There are a few instances where he replaced one conjunction or preposition with another. For example, when he read, Another fad for girls at the same time was wearing felt skirts with cutouts of poodles on them. He read, wearing felt skirts with cutouts of poodles of them. He also makes occasional errors when reading words like off. He will say of instead.

Writing Sample

Felix does quite well writing in English. He does not always have a clear understanding of how to use personal pronouns. He often repeats the name Ruby instead of using her. Punctuation and capitalization also present some problems. Although capitalization is consistent, there are a few sentences without periods. Organization is on target. Ideas are organized and presented in the correct order.

Overall Assessment

Felix is obviously very bright and motivated but harbors insecurities when using English with his peers. He feels his vocabulary is more limited than it truly is, and he is self-conscious about his accent. After analysis of the interview, the reading sample, the writing sample, and several discussions with his teacher, it is evident that Felix has reached intermediate fluency and can comprehend nearly everything said during class. However, he continues to struggle with reading comprehension and grammar.

I found the interview process quite enjoyable, but I do wish I had more time to observe in class. You can obtain a lot of information in a very short time simply by talking with someone, but it cannot replace direct observation. I had very little opportunity to observe Felix interacting with his fellow classmates. The school was just beginning their preparation for FCAT, so many of the group projects and activities were put on hold. The teacher did allow me to attend recess with the class where I was able to watch Felix play and interact with his friends. I found this enlightening. He was much more relaxed and open when speaking with his friends. I suspect that the lack of academic pressure allowed him to be more expressive, as opposed to the classroom setting where is extremely shy and subdued.

Interpretation and recommendations

Felix is very shy and quiet in academic settings. He feels that his vocabulary and pronunciation are inadequate. His discomfort often causes disfluency when speaking or reading out loud in class or in small groups. In order to overcome this I will list several activities in the following areas: pronunciation skills, reading skills, and writing skills. These activities will progress in scope and complexity starting with small groups and gradually building up to larger full class activates.

Recommended Strategies

To help Felix build confidence with his oral proficiency and pronunciation I recommend the One Looks, One Doesn't activity, in which one of a pair of students is shown a picture and asked to describe it to the other. The second student draws what the first student describes. Then the describer can modify their words as they watch the other draw. This activity can be done in individual pairs or performed in front of the entire class. (Peregoy & Boyle, 2013, p. 147).

Another strategy I recommend is dialogue journals. Felix is encouraged to write daily about whatever he chooses and the teacher would add a daily response modeling correct grammar, spelling, and pronunciation. As stated in Peregoy et al. (2013) For emergent readers and writers, dialogue journals offer students the chance to work out sound/symbol relationships in the context of an authentic communicative interaction with their teacher. (p. 202)

In order to help Felix increase his site word vocabulary I suggest creating flashcards and word banks. According to Peregoy et al. (2013) Students begin to develop a sight word vocabulary as a result of immersion in meaningful, functional encounters with print. (p. 204). Although this is inherently an individual activity, by increasing his sight word vocabulary he will have more confidence when reading out loud

I also recommend the ESOL game called Which One Makes Sense? In this activity Felix would be presented with two answers to a question. For example, one possible question would be, The soup is cold. What should I do? The possible answers would be heat it or hit it. This activity can easily be scaled up in complexity to accommodate more advanced vocabulary. The activity could also be done in small groups or as a contest in which the entire class could participate, once the student has gained confidence.

Providing Felix with a language approach lesson will allow him to use his imagination and expand on his English speaking. In this activity a recent experience would be discussed with him. For example, he could choose a topic or event that has had a major impact on his life. Felix would then dictate the story or experience to his teacher. The content of the story has no limits and is recorded exactly as dictated. He can than reread and rewrite his composition. This will allow him to expand his writing skills. This practice reading and rewriting will give him the opportunity to see exactly how his reading and writing are developing.

When the story is complete, the teacher will read the story aloud to him and follow up with questions about any changes he might like to make. At this point Felix can come up with a title for the story and the current date. The story will be given back to Felix to be reread with the help of his teacher. Once this is complete Felix will read the story again alone at his desk and underline all the words he knows. Also Felix will be able to use his imagination and draw pictures that can be attached as visual cues. The following day Felix will read the story again, underlining those words on both days that are out of context and in context. Felix will then read the story aloud to the teacher. The teacher will note whether he actually knows the underlined words. The words that were known for two days in a row will be placed on small cards with the date of the story provided on the back. A WordBank will be created. This WordBank will contain words that Felix knows. Felix will place the words in a box of his liking (a shoe box, envelope, or oatmeal box). The words in the bank can be listed for work with word analysis skills. Felix can do a number of things with the words in the WordBank. I believe Felix knows what the word fad means, he just confuses fade and fad when writing. This would be a good word to put in the WordBank. The more practice Felix is exposed to the more he will get used to what the word fad actually means, and what the word fade means. Felix can come up with a sentence each day that uses the word fad in the right context. He can also use the word fade in the right context, as well. If there are any words Felix forgets that are in the WordBank, then the word must be removed. Felix will be allowed to look the word(s) up in his story because the date is on the back of the card. The word that has now become unknown to Felix will become familiar again because re-reading the story will refresh his memory. The teacher should keep all the stories together in a notebook. The words in the bank can be listed for work with word analysis skills.

The Directed Reading/Listening/ Thinking Activity (DRLTA) would assist Felix in comprehending text that may be a degree above his reading/listening level. The benefits of DRLTA are that it will create a successful experience for Felix. The first step is establishing background by discussing a previous experience in the students life that is related to the lesson at hand. It is also helpful to point out any illustrations in the new work that might be helpful. Vocabulary words that are not familiar will be presented. Pronunciation and meaning of new words, as well as, review of previously learned ones, will be discussed. Locating the geographical setting of the story, reinforcing map, and globe skills will expand Felixs knowledge about the story. For example if the story he chooses happened in the Philippines, he will be allowed to see where the Philippines is located compared to where he lives now. Setting a purpose for reading the piece is important. Providing topical guides on the board or overhead projector will allow for visual understanding. In the end letting Felix know that after him and the class have discussed their life changing events, they will be allowed to showcase a guide on the story. This guide will include what the story is about, where it took place, and how the experience has changed his life. Allowing Felix to express his feelings about what he has experienced in his life will make him feel more comfortable and confident.

When it comes to the past and present tense, Felix seemed to get the two confused. There is an activity that can be used to assist him on understanding the differences between the past and the present. There are games online that are fill in the blank. There is a list of words such as; am, were, was, are, and is. There is sentence provided with a blank in the middle. For example the sentence I met Sara when we ____ partners for a conversation class last year. Felix would choose which appropriate term goes in the blank.

Each of these activities require additional time and effort from the stakeholders involved. The teacher will be responsible for tracking Felixs progress, keeping records and field notes, assessing understanding and comprehension, and designing and maintaining the content for each activity. It will also be the responsibility of the teacher to either open or maintain existing lines of communication between herself and Felixs parents. The school administration needs to be supportive and allocate time and resources as needed and provide a supportive environment. Felix for his part is responsible for his own work. He will keep track of his own flash cards, word bank entries, etc

Reflection

Meeting and working with Felix has been thought-provoking to say the least. This is just one student in one school. I spent approximately thirty minutes interacting with this student over the course of three days. The amount of information gained in that short period of time is frankly astonishing. This case study has allowed me to do more than just list general ESOL strategies such as TPR, SDAIE, promotion of language status, etc It allowed me to see an individual student in the real world facing real challenges. I know feel much less apprehensive moving forward. I believe that I will have the skills necessary to meet the needs of each individual student.

References

Peregoy, S., & Boyle, O. (2013). Reading, Writing, and Learning in ESL, A Resource Book for Teaching K-12 English Learners. Boston: Pearson Education, Inc.

5