Case Study – Language Acquisition

Views:
 
Category: Entertainment
     
 

Presentation Description

Case Study

Comments

Presentation Transcript

Case Study: Student Language Acquisition :

Case Study: Student Language Acquisition Can We All Make Progress? By: Dan Crouse

“Ms. Adams”:

“Ms. Adams” Female student Mid 50’s From Madagascar Family support system Does not appear to be in financial hardship Well educated

History:

History Started working with student in 2010 Low intermediate level Sporadic attendance Punctuality issues May 2011: Complaints of not advancing May 2012: Stronger complaints

Attempts at Resolution in 2012-13 :

Attempts at Resolution in 2012-13 -Discussion of requirements -Questions regarding input/involvement -Results thus far have been non-existent

Mezirow’s Perspective Transformation :

Mezirow’s Perspective Transformation -Clearly not at that point -According to Mezirow , elements of perspective transformation include: (1) a disorienting dilemma; (2) self examination; (3) a critical assessment of personally internalized role assumptions and a sense of alienation from traditional social expectations; (4) relating one’s discontent to similar experiences of others or to public issues-recognizing that one’s problem is shared and not exclusively a private matter; (5) exploring options for new ways of acting; (6) building competence and self-confidence in new roles; (7) planning a course of action; (8) acquiring knowledge and skills for implementing one’s plans; (9) provisional efforts to try new roles and to assess feedback; and (10) a reintegration into society on the basis of conditions dictated by the new perspective .

Elements of Perspective Transformation:

Elements of Perspective Transformation A disorienting dilemma: poor English skills Self-examination: I have asked students to do this to determine their needs and establish how I can best help them A critical assessment of personally internalized role assumptions and a sense of alienation from traditional social expectations: I believe that she does have a sense of alienation from traditional social expectations (speaking fluent English) which is likely the reason she registered in classes

Elements of Perspective Transformation (cont):

Elements of Perspective Transformation (cont) Relating one’s discontent to similar experiences of others or to public issues-recognizing that one’s problem is shared and not exclusively a private matter: Unsure if she recognizes that this is not exclusively a private matter. Exploring options for new ways of acting: This has not been done (noticeably) as punctuality, absences and not completion of homework continue

Transformation Stops:

Transformation Stops She has not moved through the additional steps required to make a transformation No evidence of critical reflectivity in over 2 years of working with student

Learning Context:

Learning Context Merriam’s article “Adult Learning for the 21 st Century” notes that we need to focus more on the context of learning. Context as a broad concept meaning physically or socio-culturally For my student, physically, the context is standard classroom. Socio-culturally, she is a relative newcomer to Canada living in a middle class environment trying to improve her language to secure employment. Lessons geared to areas of interest/relevance (ex. employment, social interactions)

Self Directed Learning:

Self Directed Learning The theory, according to Amstutz notes that adults can plan, conduct and evaluate their own learning Attempts are made to have students involved in the planning of their learning through needs assessments Also, students are often involved in self-evaluation

Experiential Learning:

Experiential Learning Learning from doing Practicing skills in specific contexts Experiential Learning is how I would describe the majority of learning in an ESL classroom Students are taught specific skills and they are given the opportunity to practice them in specific contexts that mirror real life experience

Experiential Learning (cont):

Experiential Learning (cont) With Ms. Adams, she often gets stuck with one part of a sentence and is unable to continue When she is unable to “do” the exercise, I implement a number of strategies in order to help her. (ex. other approaches to solving problems, peer assistance, hints to initiate appropriate responses etc)

Situated Cognition:

Situated Cognition Not only are students learning by “doing”, they are interacting with other classmates and learning from each others experience (situated learning) My student has had some interaction with other classmates, but does not seem to learn from them

Re-cap and Discussion:

Re-cap and Discussion Student is not progressing Does not appear to have partaken in transformational learning (not since I have started working with her) Participates in experiential learning, situated cognition and self directed learning activities to varying degrees Attempts to assist/adapt have not yielded results

Re-cap and Discussion:

Re-cap and Discussion What adult learning strategies would you implement that I may not have already done? Do you believe that all individuals have a ceiling regarding their overall potential and my student has reached hers? Talking to, encouraging and “warning” her has not resulted in change. What should I do next (keeping in mind that my job depends on student numbers)?

authorStream Live Help