English Learner Assessment Case Study
The Learner’s Background
Learner’s Name: Santiago Acosta Age: 8 Gender: Male
Grade: 2nd L1 proficiency: Does not possess strong primary language_ skills.
Type of bilingualism: Limited bilingualism
Previous L2 experience: Spanish and English spoken at home. Santiago has been exposed to____ English since he was born, both at home and school. ______
Assessed L2 level: Reading X Writing X Listening X Speaking X____
Academic success: Santiago’s reading and math skills have always been on grade level.
Likes/dislikes: Santiago enjoys social studies and sciences. He does not like math.
Self-esteem: Santiago demonstrate to have a positive image …show more content…
Learning strategies involve developing connections to prior knowledge, cooperative learning, and constantly checking for comprehension.__________
Family acculturation and use of L1 and L2: Santiago’s family immigrated to the United States from Venezuela. They see both, L1 and L2 groups to be socially equal. Based on information collected from the parents through different forms of indirect assessments (e.g. interviews and questionnaires), Santiago’s parents believe that learning a second language is a priority. However, they also feel that being fully competent in both languages will benefit …show more content…
Based on information provided by Diaz-Rico, Lynn T., Kathryn Z. Weed (2006), an important factor that can affect the acquisition of a second language are psychological variables such as motivation. Perhaps, a student may not feel motivated to learn English if there is no need for him or her to do so. For example, an L1 students might be motivated to learn a second language to become part of a specific groups of friends, and also to learn new concepts at school where English is the only language spoken in the classroom. On the contrary, the same child might not be motivated to learn another language if his or her direct environment requires speaking only his or her primary