Running head: ESL Learner Case Study

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ESL Learner Case Study
Elisabeth Clapp
EDU 653: Second Language Acquisition
Professor Marisa Gambardella

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Introduction

In 2012, Ecuadorians represented the ninth largest Hispanic origin group residing in
the United States (Motel & Patten, 2012). An estimation of two to three million Ecuadorians live
abroad, and over time; many emigrants will return to Ecuador (CIA, 2014, People and
Society). Young and uninhibited, twenty-year-old Marcos plans to return to Ecuador as a
physical education teacher, after earning his teaching credentials in the United States. Marcos
left his parents, brothers and extended family in Cuenca, Ecuador nine months ago, to live with
his sister and her family in Pennsylvania. Family dynamics made this living arrangement
difficult. Marcos left Pennsylvania two months ago and resides with a friend in Michigan, where
he attends a level I, Adult Education, English as a Second Language (ESL) course, in the public
school system.
Marcos has traveled extensively in South America and has experience in working construction
with his older brother. He is also familiar with what he describes as a retirement community for
affluent Americans. It seems he may have worked there or had some affiliation with the
community. Marcos mentions working with an attorney in Ecuador, to arrange for his
immigration to the United States. Only Marcos, his sister, and her family are in the United
States, leaving behind both parents, two older brothers, one younger brother and extended family
including sister-in-laws, nieces, and nephews. Marcos expressed that coming to the US was the
only way he would be able to further his education.
Analysis

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Psychological Factors
Age. Marcos, whose native language is Spanish, began receiving instruction in English
as a foreign language (EFL) at an early age in an elementary school in Ecuador, by a native
Spanish speaking instructor. Upon completion of elementary school, as a teenager he was
provided continued instruction by a British University professor. According to Hagen (2008),
language acquisition is an age-sensitive cognitive process (p. 45). Marcos notes slight
difficulty in learning English as he has matured but determined the cause to be the differences
among the L1 of the instructors. Differences between standard American English and British
English in pronunciation, vocabulary, and grammar is one factor. Faruji (2011) states, learning a
second language may entail using an entirely different area of the brain than that of the native
language. According to Faruji (2012), research suggests that age is a variable in determining loci
of grammatical processing in the brain, but less in determining semantic processing (p. 38-39).
Marcos age has affected his ability to learn English. As an adult, he is motivated more than as a
child and has made English a priority in his daily life.
Critical period hypothesis (CPH). Hagen (2008) and Lightbown and Spada (2012) both
state that there is a limited period when language acquisition can occur. Hagen (2008) claims
this period is approximately from the age of one, through adolescence, when a child becomes
fluent in their L1 (p. 45). Marcos, is literate in his L1, unlike some others in the class. Seydou,
from Congo, is illiterate in his L1 French and struggles by comparison to Marcos in L2
acquisition. Marcos transfers knowledge from L1 to L2 when completing classroom activities,
unlike Seydou, who does not have this same advantage. According to Hagen (2008), As one

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approaches adolescence the acquisition of native- like fluency becomes increasingly

problematic (p. 45). Lightbown and Spada (2013) state motivation in second language learning
is a complex phenomenon (p. 87). According to Saville-Troike (2012), even older learners
may overcome the odds (p. 92). Therefore, one can expect that despite his illiterate
background, Seydou might still acquire another language.
Individual differences
Motivation. Marcos arrived in the United States for the purpose of entering an American
university to earn a bachelor's degree enabling him to return to Ecuador as a physical education
teacher. According to Hagen (2008), highly motivated adults make better learners than
unmotivated adults (p. 49). According to Saville-Troike (2012) specific areas in the brain
respond to stimulus and provided a motivational response (p. 92). Marcos is both intrinsically
and extrinsically motivated. He genuinely enjoys learning and speaking English, but he also
intends to obtain an education and begin a career. It is also apparent that his interest in soccer is
a motivating factor; increasing his desire to become a physical education teacher.
Aptitude. According to Shah, Yusof, Hamid, Ghafar, Hashim, Abdullah and Sabri
(2010), Chomsky states the distinction between competency and proficiency is the ability to use
the language (p. 8). As stated by the instructor of the ESL class, Marcos demonstrates a high
degree of intelligence and aptitude resulting in a level III placement. However, Marcos lacks
confidence in his proficiency and has chosen the level I class as his placement. Marcos also
demonstrates academic proficiency in other areas of study. Unfortunately, his academic
transcript from Ecuador is not complete or transferable to the United States. To remedy this,

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Marcos must complete a level IV ESL class prior to completing the general education
development (GED) class before he can enroll in a college level program.Linguistic Factors
Universal Grammar (UG). The notion of Universal Grammar (UG) by Chomsky
implies that L2 learners could find the pattern of a language grammar, even without L2
instruction (Saville-Troike, 2012). Slabakova (2006) suggests that the principals of UG have
different age-related cut-off points than CPH, for language acquisition, which effect linguist
factors such as phonology, syntax, and lexicon differently. (p. 303). Marcos does not display any
difficulty determining the language pattern of English. According to Lardiere (2009) one
explanation for this may be a parameter framework characterizing the differences among
grammatical properties between English and Spanish (p. 177).
Parameter framework. According to Saville-Troike (2012), every phrase in every
language has the same elements (p. 50). The parameter is in determining the direction of the
noun, verb, or prepositions head, whether it be head-initial or head-final (p. 303). Marcos
demonstrates proficiency in his acquisition of both English and Spanish, in his ability to read and
write in both languages. The phonological system of English is significantly different from that
of Spanish. These differences present serious obstacles for Marcos when classroom instruction
is only ten hours per week and his access to native English speakers is limited outside of class.
Socio-Cultural Factors
Microsocial factors. Microsocial factors include how varieties of language, input and
interaction effect SLA. Marcos indicated the variations of English used by the British professor

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in Ecuador and the American ESL instructor in Michigan. Marcos noted several linguistic
differences, such as vocabulary, as not being a problem for him. However, the differences
between the British and American phonology did cause Marcos to make the sounds of certain
words and syllables incorrectly. Language input to the learner is absolutely necessary for either
L1 or L2 learning to take place (Saville-Troike (2012) p. 112). Marcos often attempts to
engage in conversations with native English speakers outside of class, but has limited
opportunities to do so. Marcos fears his pronunciation of the English language suffers, as a
result. Verbal interaction is crucial to language learning and helps to make aspects of the second
language prominent to the learner (Jang & Jimenez, 2011, p. 142).
Scaffolding. According to Saville-Troike (2012) scaffolding is Vygotskys notion that
learning occurs in communities when a more knowledgeable peer or teacher assists a less
capable one (p. 119-120). Vygotsky refers to this level as the learners Zone of Proximal
Development (ZPD) (Saville-troike, 2012, p. 119). A more experienced learner would help
Marcos develop SLA within his ZPD through scaffolding, where Marcos would be able to
attempt tasks that he would not have been able to alone.
Macrosocial factors. The macrosocial factors include the effect political, cultural and
educational environments have on SLA (Saville-Troike, 2012, p. 201). Niroomands (2012)
article describes politeness strategies that might vary across culture, gender, and power
relations (p. 180). Marcos appears uninhibited in the classroom when speaking with the
instructor and the classroom observer. However, he does not approach anyone speaking an L1
other than Spanish or English. He will converse in Spanish with women a great deal older than

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himself that he sits near. He also will speak both English and Spanish with a man from Ecuador
he is close in age. Culture appears to be a barrier in the classroom but does not appear to be
affecting SLA. Quite possibly, the diversity of the classroom could be used to enhance SLA if
the classroom dynamics were more responsive to the different cultures and encouraged students
to interact with one another. The instructor and staff seat students according to their L1.
Conclusion
Marcos is a twenty-year-old, native Spanish speaker from Cuenca, Ecuador. He began
learning English at a young age while attending elementary school and later as a teenager
instructed by a British university instructor. Marcos has been in the United States nine months.
The first seven months were in Pennsylvania with his sister and her family. Most recently,
Marcos lives in Michigan with a friend. Marcos attends an adult ESL program in a level I
course. Marcos instructor recommends a placement in the level III class, but Marcos lacks
confidence in his proficiency and prefers his level I placement. The instructor is concerned that
Marcos might be reluctant to attend the level III class because that instructor does not speak
Spanish. Marcos is a highly motivated student with an equally high degree of intelligence and
aptitude. Marcos' goal is to return to Ecuador as a physical education teacher after obtaining his
teaching credentials from a university in the United States.
Recommendations
Level I. Allow Marcos to follow the progression of classroom levels and complete level
IV at the end of his fourth year. Assuming Marcos successfully completes each level, he then

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will be eligible to enroll in the GED class. This recommendation would provide Marcos with a
comfortable pace for SLA but will take the greatest amount of time to accomplish.
Level III. According to Marcos teacher, a more accurate placement for Marcos is the
level III ESL classroom. The level III class meets the same days and times as the level I class
that Marcos currently attends. There would not be a time conflict with Marcos other
responsibilities or the issue of transportation.
Scaffolding. Marcos attends the level III classroom and a more knowledgeable peer
assists Marcos at his level of development (ZPD) and enables and encourages him to become
more proficient in his English language usage. The level I instructor Marcos is familiar with
could provide scaffolding for a limited amount of time either before or after class if another
student were not available.
Marcos attitude, intelligence, age, and aptitude all allow him to acquire the English
language at a faster rate than he currently is. The sooner he attains a level IV and earns a GED
the sooner he can obtain the goals he has set for himself.

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References
Central Intelligence Agency. (2014). The World Fact Book. [Website]. Retrieved from
https://www.cia.gov/library/publications/the-world-factbook/geos/ec.html
Faruji, L. F. (2011). Neurolinguistics aspects of second language acquisition. BRAIN: Broad
Research In Artificial Intelligence & Neuroscience, 2(4), 36-40. Retrieved from
http://http://brain.edusoft.ro/index.php/brain/article/view/273/381

Hagen, L. K. (2008). The bilingual brain: Human evolution and second language acquisition.
Evolutionary Psychology, 6(1), 43-63. Retrieved from https://post.blackboard.com/
bbcswebdav/pid-2302315-dt-content-rid-21645369_1/courses/EDU653.901000109930/
Documents/Documents/U3_Hagen.pdf
Jang, E., & Jimenez, R. (2011). A sociocultural perspective on second language learner
strategies: Focus on the impact of social context. Theory Into Practice, 50, 141148.
Retrieved from http://dx.doi.org/10.1080/00405841.2011.558443
Lardiere, D. l. (2009). Some thoughts on the contrastive analysis of features in second language
acquisition. Second Language Research, 25(2), 173-227. Retrieved from http://
dx.doi.org/10.1177/0267658308100283
Lightbown, P.M. & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford
University Press.

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Motel, S. & Patten, E. (2012, Jun 27). The 10 largest Hispanic origin groups: Characteristics,
rankings, top counties. Pew Research Center. [Website]. Retrieved from http://
www.pewhispanic.org/2012/06/27/the-10-largest-hispanic-origin-groups-characteristicsrankings-top-counties/
Niroomand, M. (2012). An exploration of upper-intermediate Iranian EFL learners perception of
politeness strategies and power relation in disagreement. English Language Teaching,
5(10), 180-191. http://dx.doi.org/10.5539/elt.v5n10p180
Saville-Troike, M. (2012). Introducing second language acquisition (2nd ed.). New York:
Cambridge University Press.
Shah, P., Yusof, A., Hamid, Z., Ghafar, S., Hashim, H., Abdullah, A., & Sabri, M. (2010). Process
of L1 acquisition: Linguistic theory in application. Research Journal of Internatonal
Studes, 14. https://EDU653.901000109930/Documents/Documents/
U1_Shah%20Yusof.pdf
Slabakova, R. R. (2006). Is there a critical period for semantics?. Second Language Research,
22(3), 302-338. http://dx.doi.org/10.1191/0267658306sr270oa
Weng, P. (2012). The effect of learning styles on learning strategy use by EFL learners. Journal
Of Social Sciences, 8(2), 230 - 234. Retrieved from https://post.blackboard.com/
bbcswebdav/pid-2302315-dt-content-rid-21645371_1/courses/EDU653.901000109930/
Documents/Documents/U3_PeiShi.pdf

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Appendix

Name: Marcos (Israel) Guamam

Age: Twenty
Gender: M
Years learning English: approx. ten
Mother tongue (L1): Spanish

Interview Questions/Discussions (occurring over the course of three weeks):

1. How old are you?
Twenty years old

2. Which school do you study in?

Elementary School in Cuenca, Ecuador.
3. Overall, how do you see yourself as a language learner?
I am good, but I have difficulty with pronunciation.
4. How many years have you learned English?
I was eight or ten when in elementary school. I finished elementary school, and a British
university professor taught me English. Maybe for six or eight hours a week.

5. Do you have anyone help you to study English at home?

Yes. She is ten years old, but she is busy. She says she will help me, but she is busy.
6. Do you often watch English TV programs?
No. We do not have a TV. I did see Into the Woods at the movie theater.
7. Do you often read English books?
There are some books at my house, but not too many. I will read some on the internet with my
cell phone.

8. Do you speak English outside of class?

In Ecuador, I worked at a Spa where Americans would retire. I would speak English there.
Here, it is hard for people to take time to talk to me. Always busy.
9. Whom do you speak English?
I try and talk English to the 10-year-old girl at my house. She says she will, but she forgets.

10. What do you do when you do not know how to express yourself in English?
I will ask for help.

11. What do you do when you do not understand them?

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People I talk to help me to understand. Sometimes we will draw pictures. I can look at the
translator on my phone.

12. Are you active in class?

I ask questions and talk to the other students near me. I usually speak Spanish with them.

13. How many English classes have you each week at school?
This is my first class in America. I come every day.

14. Do you have many opportunities to speak English in class?

I read with the teacher and talk with a partner. It is difficult to speak English to people. Other
students do not know how to speak English.

15. Have you lived/studied in an English speaking country? If yes, how long?
I first lived my sister and her husband in Pennsylvania. I was there for seven months and here
[Michigan] for two months. This [ESL classroom] is my first school.

16. How do you think when you start speaking or writing in English?
I first think in Spanish and then English

17. What do your parents do?

My mother does not work. My father works building. My brothers also work building houses.
When I come to the United States, I worked in construction.

18. What is your full name?

My name is Marcos Guamam. My parents name me Israel, but my brothers say no and call me
Marcos.

19. When is your birthday?

My birthday is August 12, 1994.

20. Where were you born?

I am from Ecuador. My family lives in Cuenca, Ecuador.

21. Where have you traveled?

I travel all over South America. It is short distance to take a car or bus to Brazil.

22. How many brothers and sisters do you have?

I have three brothers and one sister. I first came to Pennsylvania to live with my sister. It did not
work with her husband, so I left. I now live with a friends uncle.

23. How long have you been in the United States?

I lived in Pennsylvania for seven months and came to Michigan for two months.

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24. Why did you come to the United States?

In Ecuador, I cannot receive an education like I can in the United States. I want to be a teacher.
A physical education teacher.

25. When did you begin learning English?

In school a long time. I was ten or eight years old and for short time learn English most days.

26. Did you finish school?

School is not like here. I like this class. In Ecuador, only short time in school and cannot go to
University. A man. A British man professor at university taught me English. I receive awards in
school. Doesnt matter here. I must learn English. Difficult to learn English different. British
professor speak different from here.

27. [Using a paper to demonstrate print and cursive.] Can you write in cursive?
Marcos uses the pen and writes the Spanish words letra suelta and manuscrita next to the
words printed and written in cursive. Only doctors write manuscrita. I do not know manuscrita.
The letters are the same but different.
28. How is your family?
Marcos loads Facebook on his cell phone and shows pictures of his family and points out his
younger brother Jonnathan who is thirteen years old. My mother and father stay in Ecuador.
My brothers and their families stay in Ecuador. One brother has a ten-year-old girl I think and an
eight-year-old boy.
29. Do you have a job?
I work not in winter. I work construction cement with my brother in Ecuador. I work
construction when it is not winter.

30. Can you drive a car?

No, no. I do not have car.

31. Do you want to go back to Ecuador?

Yes. I want to get education to be teacher. Physical education teacher. My family will show you
Ecuador if you visit there.