Teaching English to Spanish Speaking Students Case Study

Excerpt from Case Study :

Post SOLOM Assessment

The student observed for the Student Oral Language Observation Matrix (SOLOM) was a native Spanish-speaking 16-year-old female who was a high school sophomore. Her native country was Mexico; she had two brothers and a sister, all younger; she lived with her siblings and parents in a home near the school, and they had been in the U.S. for three years. Her current language proficiency level is limited English proficiency with her SOLOM score being a 20/25. I have met with her parents who have expressed an interest in becoming more proficient in English so as to help their children improve with the language. This fits in with the theory of Pompa (n.d.) who promotes the concept of parents participating in their children's education and Vera & Israel (2012) observe the same.

Prior to administering the initial SOLOM, my perception of the student's proficiency was that it was limited (and this was confirmed by the results); post SOLOM, I perceived some improvement in the ability of the student to converse, read and write in the English language, by using phrases and clear statements that were coherent and complete.

The observation activity for the initial assessment included classroom observation, in which students read aloud, discussed what they read, identified key words, and practiced composition. I saw that the student showed promise and simply needed to deepen her understanding of rudimentary grammar and boost her confidence in speaking.

The activities for the post assessment included initiating a round table discussion with the class in which a problem was presented and the students were asked to present various solutions. Their ability to speak the solutions as well as write them in a paragraph was assessed. The student observed did very well in identifying the main issue at the heart of the problem and described several ways in which the issue could be solved in her paragraph.

My instructional recommendations for the student are that she should continue to work with her parents in becoming more proficient in English, and she has said that they are speaking more English at home now after my visit with them. I tasked her with keeping a video blog in which she speaks her thoughts instead of writing them and then going back and listening to them to see how she is advancing in her speaking. She takes notes on words that she forgets and we…

Sources Used in Document:

References

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Modern ELL Teacher. (n.d.). Google Sites. Retrieved from https://sites.google.com/site/themoderndayeslteacher/home

Peregoy, S., & Boyle, O. (2013). Reading, writing, and learning in ESL: A resource book for teaching K-12 English learners. Boston, MA: Pearson.

Pompa, M. (n.d.). Building trust with families. AdLit. Retrieved from http://www.adlit.org/media/mediatopics/ells / .

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"Teaching English To Spanish Speaking Students" (2016, June 23) Retrieved October 18, 2019, from
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