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Instructions

Purpose

For this assignment, you will interview or observe an English Language Learner and create a brief learner profile. The goal is to better understand how a students cultural background, language experiences, English proficiency level, and stage of language development can inform instructional decisions.

Instructions

Identify an English Language Learner in an approved instructional setting. This may be your current classroom or school, another school site, a tutoring program, an adult ESOL program, a community organization, or another approved setting.

Conduct a brief interview with an ESOL student who is currently enrolled in the BCPS ESOL program. Select a student who has been assessed using CELLA, ACCESS, or another ESOL assessment tool that provides information about their English proficiency level.

Note: If you are working with a minor outside of an official school or program setting, parent/guardian permission is required.

Use respectful, non-invasive questions to learn about the students cultural background, language background, school experiences, and English language development. Do not include the students real name or identifying information in your submission.

What to Include in Your Submission

Submit one APA-formatted document that includes the following sections:

1. Learner Background

Briefly describe the learner using non-identifying information. Include age or grade level, instructional setting, home language or languages, cultural/linguistic background, and any relevant educational context.

2. Cultural Identity and School Experience

Summarize what you learned about the learners cultural identity, family or community background, language use, and school experiences. Explain how this information may help a teacher build trust, reduce cultural barriers, and create a more inclusive learning environment.

3. English Language Development

Describe the learners current English language development by identifying:

1. 1. the learners approximate English proficiency level, using the WIDA Can Do Descriptors or available ESOL assessment information; and
   2. analysis of the strengths and challenges across the four language domains and how proficiency may differ between social and academic language. Include at least 3 specific examples of the learner using English in listening, speaking, reading, or writing.

Use specific examples from your interview, observation, student work, classroom interaction, or available ESOL information to support your conclusions. For example, you might describe how the learner responds to questions, participates in conversations, understands directions, reads academic text, writes in English, or uses their first language to support learning.

4. Instructional Reflection

Explain how the learners cultural identity and language-development level should guide instruction. Include at least two instructional strategies you could use to support this learners current stage of language acquisition. Explain why each strategy is appropriate using SLA theory.

Suggested Interview Questions

You may use or adapt the following questions:

What languages do you use at home, school, or in the community?

What are some traditions, values, or experiences that are important to you or your family?

How do you feel when using English in school or another learning setting?

When do you feel most confident communicating in English?

What is challenging for you when listening, speaking, reading, or writing in English?

Are there ways your first language helps you learn English?

How can teachers better support your culture, language, and learning?

Requirement

To successfully complete this assignment, students must meet the following requirements:

1. Your submission should be approximately 23 pages, not including the title page or reference page. Be sure to address all questions fully and integrate relevant course content to support your analysis.
2. Ensure the assignment adheres to APA guidelines.
3. Cite all references to course materials, theories, or standards within the text and provide a corresponding reference list.
4. Do not include student names or identifying information.
5. As you continue working with your ESOL student, use the provided to document both your hours and your written reflections on each session.

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