Evaluating Case Scenarios

 

Student Name: Zada 

 

Scenario: Zada is a Syrian refugee who speaks Arabic and has been in the U.S. for about four months. Her face is often expressionless and seems tired, depressed, and uninterested in her surroundings and classmates. She has not spoken in her native language much or in English. She does not play during recess and you have tried pairing her with other soft-spoken female students and she does not engage. In the classroom, you see similar behaviors where she appears withdrawn. During whole group instruction, she gazes out the window instead of focusing on you or her classmates. In small group instruction, she attempts to seat herself at a distance from others. She has started to refuse to work on any seatwork or independent tasks and physically pushes papers or materials away from her.

 

 

  

Student Name: Valentino  

 

Scenario: Valentino is a Spanish speaker from Mexico who has been in your class for two weeks. He smiles often and does not cause any disruption. He is typically quiet and makes minimal eye contact when you greet him in the morning. If you wave, he will wave back and smile, but looks away quickly. He has yet to speak in front of the whole class. Occasionally, he will mimic something you say. His participation is limited, but he will copy words from the board and is comfortable pointing to the word wall that has pictures. Valentino seems to comprehend more in English than he can say or write because he will nod at appropriate times in response to simple questions in English. He knows the procedures for walking in line, entering and exiting the classroom, and signing out to go to the restroom. However, he will draw a line on the restroom sign-out sheet instead of his name and will not write the time he is leaving and returning from the classroom. At the end of each school day, he has seemed inattentive and has been resting his head on his desk and falling asleep.  

 

 

 

 

 

 

Cultural Awareness: Zada

 

Zada’s Stage of Acculturation (Honeymoon, Hostility, Humor, or Home): 

 

Stage of Acculturation Evidence

 

In 150-200 words, describe Zada’s stage of acculturation and supporting evidence from the scenario.  

Instructional Practices 

 

In 150-200 words, describe instructional practices that support Zada in her stage of acculturation. 

Linguistic Awareness: Valentino

 

Valentino’s Stage of Language Acquisition (Preproduction, Early Production, Speech Emergence, Intermediate Fluency, or Advanced Fluency): 

 

Stage of Language Acquisition Evidence

 

In 150-200 words, describe Valentino’s stage of language acquisition and supporting evidence from the scenario.

Instructional Practices 

 

In 150-200 words, describe instructional practices that support Valentino in his stage of language acquisition.

 

 

Reflection

 

 

References

 

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