Running head: LANGUAGE & COMMUNICATION EXEMPLAR 1

EDU713: Language Acquisition and Cognitive Development

Instructor: Dr. Maribel Grate

Mackenzie Reisnaur

Spring 2017

Language and Communication Exemplar

Submitted in fulfillment of
Department of Education Performance Assessment
LANGUAGE & COMMUNICATION EXEMPLAR 2

Introduction

Alex* is a six year old kindergarten hispanic male who attends a Deaf Education program

at a public elementary school in southeast Washington, DC. He has moderate bilateral

sensorineural hearing loss that is essentially stable in nature. His hearing loss was identified and

diagnosed at the age of three. This is when he started wearing hearing aids in both ears.

Consequently, Alex exhibits significant receptive and expressive language delays due to the late

identification of his hearing loss. According to his IEP, without amplification, he may understand

conversation at a distance of 3-5 feet. This is under the condition that the sentence structure and

vocabulary are known. The amount of speech signal missed can be 80% or more without

working amplification.

Alexs family speaks Spanish at home and sign language is not used. However, the

teacher explained that Alex will go home and teach his parents new signs he has learned in class.

It is unknown where the family is from or how long they have been in the US. According to the

cooperating teacher, Alexs parents are very willing to do anything the teacher and/or audiologist

suggest in regards to supporting Alexs development at school and at home. Alex wears his

hearing aids at home and hardly ever arrives at school without them. Instances when he might

not bring one or both to school is if they are not working and/or getting repaired. The

cooperating teacher also reports that his parents are very responsive to emails and they will

inquire information from Alex about school related things. Alexs mom stays at home while his

dad goes to work. Alex has three siblings at home- two brothers and one sister. Alex is the only

child in the family with a hearing loss.

In discussing Alexs early intervention and educational background with the cooperating

teacher, she shared with me that it is assumed Early Stages program was implemented after

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Alexs hearing loss was identified at three years old. He started in PreK-4 at his current school

and has been there for 2 years. The services provided at this elementary school for Deaf/hard of

hearing students is called Sensory Support Services. These services also support students with

vision loss.

The PreK-4 classroom is under the Auditory/Oral Inclusion program at this school. In this

program, oral language development is encouraged and will occasionally be paired with sign

language for support when needed. The cooperating teacher informed me that the PreK-4 teacher

did not use sign language support with Alex; he was only taught in spoken language. Most of the

sign language Alex knows has been taught by his current Kindergarten teacher, who is the

cooperating teacher for this practicum. The kindergarten classroom is still under the auditory/oral

label. However, the teacher pushes for a bilingual/bimodal approach with the students in the

classroom. The students language skills vary greatly, so she will use both spoken English and

ASL when communicating with them.

* A pseudonym has been used to maintain confidentiality.

Characteristics of students language(s) and communication

After observing and documenting Alexs interactions and behaviors for one week, his

teacher was inquired to confirm whether or not the general information collected from the first

week was an accurate portrayal of Alexs personality and how he communicates. The following

inferences have been made about Alex and are based off of three full weeks worth of

observations, three highly focused observation periods which were in different settings and thirty

minutes each in duration, and also follow-up discussions with his teacher.

Observation information

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The first observation was in the morning during Language Arts for thirty minutes (10:45

AM-11:15 AM, April 5th, 2017). The first fifteen minutes was when Alex was working one-on-

one with the teacher assistant in the classroom and second fifteen minutes was when the whole

class was engaged in a group activity lead by the lead teacher. There were five students in the

classroom on this day. The activity Alex was working on with the teacher assistant was looking

at a picture which had a variety of colors labeled on it. The student was asked to identify the

colors on the picture by reading which color it was and then continue to color in the picture with

the corresponding color. After this activity was finished, all of the students took a Sensory

Break where they watched a short video clip that consisted of dancing and was chosen by one of

the students (options had been provided by the teacher), and mimic the dancers in the video.

After the Sensory Break, the students were led into a group activity by the teacher that focused

on distinguishing the difference between morning, afternoon, and night.

The second observation was during math and was for another thirty minute duration

(12:45 PM-1:15 PM, April 13th, 2017). After lunch, the kindergarten students switch classrooms

with the older elementary students in the Deaf education program at this school. This observation

took place after lunch and was in a different classroom than the morning subjects. All five

students were in attendance at school on this day. However, during this time of the day, many of

the other students get pulled out for additional services (occupational therapy/physical therapy,

speech therapy). Alex spent this math lesson on the computer using a math program and was

supported by the teacher assistant who would alternately work between Alex and one other

classmate.

The third and final observation was during Spanish class and was also for thirty minutes

(2:30 PM-3:00 PM, April 27th, 2017). This class was combined with the older elementary

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students in the Deaf education program at this school. However, many of the students were

absent this day, leaving the head count to five students present between both the kindergarten

and older elementary students. This was the last subject of the day and all of the students were

visibly more energetic on the way to the Spanish classroom. The students started by singing a

song led by the Spanish teacher playing a guitar and singing and then proceeded to read a book

written in Spanish that they had already been studying prior to this day. After reading the story,

they did an outdoor activity related to the book on the playground and then came back inside to

wrap up.

Expressive Skills

Alex uses a variety of communication methods. He expresses himself in spoken Spanish,

spoken English, and sign language and he can also understand these languages when spoken or

signed to him. It is unknown what his language preference is. He is seen using all three

languages at different times of the day. On the Monday back from spring break after Alex had

arrived at school, he was asked whether he wanted to sign or speak. He said he wanted to speak,

but then proceeded to answer/respond to questions/comments in sign language. Another example

of this was during Guided Reading centers. When shown a picture of a beach and the teacher

asked (in sign language and spoken English) what he thought it was, he started at her blankly for

a few moments and then answered, playa, which is beach in Spanish. The teacher also knows

Spanish and was able to affirm his understanding of her question.

Alex also communicates through other ways besides language. These modes of

communication will vary from day to day and from situation to situation. Often times, it is

unknown as to what may increase or decrease the mode in which he communicates. Alexs

teacher said his occupational therapist often communicates about his low level of arousal (i.e.

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the energy level with which he interacts with others, performs tasks, communicates, etc. is much

lower/more subdued than what is considered to be average for children his age) and he works

with him to maintain a higher level.

When Alex feels positive about something (i.e. thinks something is funny or is enjoying

an activity), he will smile slightly and sometimes quietly giggle, move his limbs more quick and

firm, sign more clear, and speak louder. However, when he signs something, such as YES, it

typically is still slightly lower than the natural signing space. When he feels negative about

something (i.e. does not want to do something, messed up on an activity, does not like the song

someone chose for their Sensory Break [dance]), Alex will separate himself from the other

classmates, not respond when asked a question or asked to do something, will stare without

expression at whoever is talking to them or will not make any eye contact at all, will hang his

head/look down at the ground for extended periods of time. When asked if he wants to do

something or if he needs something and the response is no, he will subtly shake his head or

will sign NO, but much lower than the natural signing space, usually by his hip.

The teacher was asked about Alexs ability/willingness to express his needs and whether

or not he will express his needs independently. The teachers response aligned with observations

of Alex. He more often than not requires questioning that encourages him to express his needs

(i.e. Whats up, Alex? Why arent you writing anymore? or You can get started, Alex. Do

you have everything you need?). He typically will not interrupt a teacher when he needs

something so he will wait until a break when the teacher asks all of the students if they need a

bathroom/water break. If he does express his needs without being prompted, it is under the

condition that whoever he may express his needs to is 100% available. Otherwise, he will not

express his needs. The teacher mentioned the one exception to this is when he is on purple

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(which is the highest rank on the daily behavior chart) and can get a prize. He will politely work

his way into any situation to say/sign purple/PURPLE. She also added two final exceptions to

when Alex will explicitly communicate is to inform a teacher if someone is hurt or has done

something dangerous or in small group activities that are routine and he is confident that he

knows what to do.

The majority of Alexs responses are in 1-2 words. However, according to observations

from his teacher, within the last couple months, he has been using 3-4 word sentences. These

most often occur in social situations as opposed to academic discussion/questioning. His teacher

observed and shared that it seems

when he feels there is an answer to give that is right or wrong, his

responses are 1-2 words. If the topic is something that we have been discussing all

week and he has heard the question before and is confident that his answer is

correct, he may give a 3-4 word answer

It should again be noted that Alexs responses are greatly varied depending on the day

and situation. More often than not, the teacher cannot predict on any given day whether or not he

will provide responses to various things.

Alex will communicate most often in social situations. However, he does not

communicate much with language. He will communicate using a variety of other modes such as

body language or pointing. As previously mentioned, due to the late identification of his hearing

loss, he consequently exhibits significant expressive language delays in comparison to typically

developing children of his age.

Receptive Skills

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At times, the teacher would ask Alex a question in English and he would show no sign of

comprehension. Then the teacher would ask again with sign language support and then he would

respond (and sometimes the opposite would happen when the teacher would ask in sign language

and then ask again in spoken English). Sometimes, she would go even further and ask/explain

something in spoken Spanish before Alex would show any sign of comprehension. During the

morning routine, Alex nearly always answers prompted questions accurately that are related to

days of the week, the schedule for the day, the weather outside, etc. As the teacher gauges Alexs

Zone of Proximal Development (ZPD) and scaffolds Alexs learning (ZPD and scaffolding will

be expanded further in this report), she will ask Alex questions that require slightly higher levels

of thinking. He typically will answer the questions she asks accurately. If he truly does not know

the answer, he will not respond or say I dont know. He seems to understand almost everything

someone says/signs to him, unless it is out of his general knowledge and has not been taught yet.

His lack of comprehension would not be related to lack of receptive skills but would be due to

the general world knowledge he may or may not have). His receptive skill development seems to

be slightly advanced than his peers. However, as previously mentioned, due to the late

identification of his hearing loss, he consequently exhibits significant receptive language delays

in comparison to typically developing children of his age.

English (reading and writing)

Alexs reading and writing skills are below grade level, according to his teacher. He

knows how to manipulate texts (front vs. back of book, turning pages, etc.). He will track words

with his finger from left to right when reading. He can read texts that are made up of sight words

that he has already learned in the reading program used at his school, but is not able to read

grade-level decodable books. When the teacher asks if he can find a specific word in a text

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(which would consist of a sight word previously learned), he is able to find the word fairly

quickly. Alex knows that letters can have corresponding sounds, but he does not sound out words

or apply letter-sound relationship concepts to reading. It is necessary to add that the assessments

the school uses is based on letter-sound relationships. It is difficult to assess Alexs reading and

writing skills as it also relates to comprehension because it is not clear whether his errors are

based on lack of skill or lack of hearing ability.

Alex is able to write all upper and lower case letters and with prompting/support, he can

write sight words that have already been taught through the same guided reading program

previously mentioned. He will not try to independently put letters together to make words. On

occasion, he will make up his own spelling to write a message (this is not sound related).

However, he knows that he does not know how to spell the words. Therefore, he will typically

avoid spelling as he is greatly affected when he does something incorrectly.

Student Profile

Alex has not been exposed to a language rich environment for either Spanish, English or

ASL. His deafness was not identified until he was three years old. This means he did not have

access to language, spoken or signed, for three years and consequently means he is not a

typically developing deaf child. After his deafness was identified and early intervention was

implemented, his hearing was supported by hearing aids and he entered into a Sensory Support

service program where he had extra services to support his development.

His language is not developed to the point of demonstrating Cognitive Academic

Language Proficiency (CALPs), meaning his language is limited to Basic Interpersonal

Communication Skills (BICS). To explain further, Alex typically only uses the language that is

used on a day-to-day basis for social interactions. CALP skills consist not only of understanding

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vocabulary of a certain subject, but also includes skills such as comparing, classifying,

synthesizing, evaluating, and inferring. Alex does not obtain these skills. Anytime he may come

close to reaching one of these skills, it is with much support and guidance from the teacher.

Much of Alexs communication is also produced through means other than language, such as

body language, gesturing, pointing, and various non-manual signals, such as nodding/shaking his

head.

Due to Alexs late identification and the fact that spoken Spanish is the language used in

his home with his family, meaning he is a bilingual learner, it is important to keep in mind what

incidental learning he might have missed and is currently missing from the time he was born up

until now. This means he might have knowledge of something, but he cannot label/express

knowledge about it because he is navigating between two languages. An example of this would

be that what he thinks something is does not match what is said in class because his context and

general knowledge of that topic is in Spanish, but the teacher and his peers are speaking in

English in the classroom.

Regarding language acquisition, there is a critical period of time when a child must be

exposed and have full access to language in order to acquire a language. This time period is from

birth to five years old. The later a child is exposed to language, the more challenging it will be to

acquire language. This impacts the development of many language features, which leads to gaps

in language, both expressively and receptively. It is evident when observing Alexs language

skills that there are delays in his language, which includes but is not limited to his language and

communicative function and use of pragmatic skills.

There could be many factors as to why Alex struggles to express his wants/needs the

majority of the time. This is related to the pragmatics of general conversation skills. He also

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rarely asks for help or assistance, gives appropriate explanations for actions, or gives sufficient

information for listener comprehension. As mentioned before, he tends to provide 1-2 word

answers and this is typically expressed through much encouragement and prompting from the

teacher. Through the observations, it was clear that Alex had a skilled teacher who knew where

Alexs maximum abilities were, as will as the limitations of his willingness to do something. In

the classroom, the language emphasis was mainly in English (this could be due to the fact that

the younger aged students were still under the Auditory/Oral program and oral language was

encouraged). However, Alexs teacher continually pushed for a bilingual classroom, as she saw

the students benefitting from the use of ASL, a visual language. Despite the wide range of

expressive and receptive skills from all of the students, it was clear the teacher tried to scaffold

Alexs language development.

As mentioned before, Alexs parents and siblings speak Spanish at home. Aside from the

signs Alex has learned at school and will teach his parents at home, sign language it not

implemented at home. This greatly impacts his language and literacy development, as studies

show that the quality and kind of language used while a child is home interacting with their

family affects their cognitive development, which is linked to language development.

Interactions at home that show impacts of language and literacy development are non-immediate

talk when reading books with an adult, pretend talk (or dramatic play), and explanatory talk

during meal times. Because Alexs family speaks Spanish at home and also because it is unclear

exactly how much aural access Alex is getting, there is a high chance he is not engaging in these

types of interactions at home. This will impact his language development. Also mentioned before

and is important to mention again now, it is unclear exactly whether Alexs lack of

comprehension of certain subjects is due to his lack of knowledge or his inability to hear.

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While it is clear that Alex relies heavily on spoken language, both expressively and

receptively, he also benefits greatly from using visual language. As mentioned before, it is

unclear what his language preference is, as he has not successfully communicated this

information. However, it seems as though he is started to become more preferential to sign

language. One reason to believe this to be true (and has been previously explained) is when the

teacher asked him whether he wanted to speak or to sign and he responded with speak, but

then proceeded to answer questions and respond to comments in sign language. Alexs language

preference is important to keep in mind when working with him in the classroom for reasons

such as Vygotskys theory which uses the Zone of Proximal Development. The Zone of

Proximal Development is the developmental area between a childs ability to perform a task

independently and a child needing adult guidance to perform a task. Vygotsky found the ZPD is

where significant learning occurs. If Alexs development continues to show benefits and

preference to visual language, it will be vital that Alex is exposed to and has full access to a

language rich environment of both spoken Language and American Sign Language.

Regarding Alexs bilingual development, research has shown that a child must have a

foundation of one language in order to: 1. Learn another language, and 2. Learn to read and

write. Alexs late identification and exposure to language and also his language environment

most likely did provide him with solid language foundation in spoken Spanish, English or ASL.

Knowing this information about Alex provides reason to why he is delayed in language

development, both expressively and receptively, and also why he is below grade level in his

reading and writing skills. Until he develops a stronger foundation of one language, Alexs

cognitive development and acquisition of a second (and third) language most likely will continue

to be great challenge.

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Recommendations

Alex benefits greatly from both spoken English, Spanish and ASL while at school. The

best placement for him at this point in his development is being in a self-contained multilingual

environment that incorporates all three languages. He is cognitively above his peers in the Deaf

education program at his school. However, his social-emotional development and

communication skills are too underdeveloped for him to be successful in a mainstream classroom

where services such as an interpreter might be the only services consistently provided. The

following are recommendations to be implemented in order for Alex to develop most

successfully. These recommendations would implemented with the goal of transitioning Alex to

be able to succeed independently in a mainstream classroom setting with peers of his age/grade.

Bilingual implementation: Language rich environment of both ASL and English.

Continued use of Spanish at school.

A Deaf teachers assistant who uses ASL in the classroom with the lead teacher.

Teachers and instructional aids must have minimal communication proficiency in

languages used. If ZPD is to be applied to Alexs development, adults working

with a child should provide language input that is at a higher level than the childs

present functioning challenging [him] to acquire greater levels of language and

understanding (Easterbrooks & Baker, 2002, p. 167).

Separate times when ONLY English is used and ONLY ASL is used. This would

allow for opportunities to use full spoken English and where written English can

be developed, as well. This also provides opportunities for Alex to be exposed to

a full visual language with ASL, which is something he does not have full access

to currently.

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Spanish is Alexs home language, therefore exposure to this daily is already

implemented. To maintain and develop an even stronger home-school connection,

Spanish class should be continued through the year, as well as Spanish being

implemented in the classroom (labeling things in English and Spanish, teacher

incorporating as much Spanish in the classroom as possible). Seeking for

resources, such as Spanish/English books or Spanish/ASL books, to provide to

Alexs family would be beneficial because the family would be able to engage in

book sharing and non-immediate talk. This would support Alexs language and

literacy development.

Family Language Plan

As mentioned before, Alex needs to solidify the foundation for a primary

language in order to develop a second (and third language) and develop reading

and writing skills. Because of this, it is important to provide language instruction

via the pathway that affords the child the most rapid language growth

(Easterbrook & Baker, 2002, p. 197). The decision to determine which language-

learning pathway is used should be discussed with the family and this decision

will determine future language instruction (Easterbrook & Baker, 2002).

Meeting with the family to develop a Family Language Plan where the

implementation of Spanish, English and ASL are used at home.

Providing resources for the parents to use ASL at home, as they are still learning

ASL, so that Alex will be able to continue developing his ASL acquisition when

he is not at school.

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Providing opportunities for the parents to learn ASL, whether it be from

community ASL classes or videos/programs that can be used at home. Spanish to

ASL program would be necessary for Alexs family.

Collaboration with Speech Language Pathologist and Audiologist

These service providers work with Alex regularly. It would be beneficial to

collaborate with these people in order to provide consistent exposure of language

use to Alex. Although each service provider focuses on different aspects of Alexs

development, collaboration could simply mean discussing the same topics in these

settings which would use the same kind of vocabulary. This would benefit Alexs

vocabulary development, as children need repeated exposure to learn and

remember new words. It would also benefit his syntax, pragmatic, and basic

communication skill development.

Emphasis on basic communication skills

To develop pragmatic skills and communicative function, such as expressing

wants/needs, requesting permission or clarification, or general conversation skills,

emphasizing when and why these skills are needed and how to communicate them

on a regular basis would build Alexs confidence in implementing them himself

without teacher promptings.

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LCE Observation #1

10:45-11:30
Centers & Group Activity

T= Head teacher
TA= Teacher Assistant
A= Child being observed
= spoken language
Capital letter words= signed language

TA: what color is that supposed to be?

A: red (looks at TA, proceeds to color, looks at TA, proceeds to color)
A: red (looks at TA, proceeds to color) yeah. Red. (Looks at me). Red. (Looks between
TA and T when they are talking to each other).
TA: Is that also red?
A: looks at TA, proceeds to color.
TA: what color is that?
A: yellow (smiles)
Looks at interaction happening between two students across the room.
Continues coloring.
TA: What color is that?
A: green (smiles) continues coloring.
A: brown points at flower stem and looks at TA.
TA: oh yes! Youre right! That color is different! What color is it?
A: (answering TAs question) brown
Walks over to another student who is being praised for good work. Looks at situation, starts to
smile.
Responds to high-five from T.
T: did you take down your card?
Moves to take down card.

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T: Is it time to dance??
A: looks at teacher dance-DANCE.
Walks to board where dancing takes place.
T: wait wait wait! Whos book?
A: Looks at book, points to other student. Watches screen of dancing. Follows direction of dance
movements. Smiling as dance proceeds. Looks around room to teachers as dancing proceeds.
A: Yay!-claps in ASL
Walks to para in classroom and touches the weighted vest he is working with.
Walks back to rug.
A: darn and snaps fingers.
T: Are you ready?
A: yeah
T: What is this? (Pointing at pretend play oven)
A: CL: turns knob
A: fire
T: Its a stove
A: Stove
T: Oven
A: fire FIRE
A: CL: mixes a bowl. Plates bowls BOWL, water WATER cups CUP spoon SPOON
spoon SPOON. Fork FORK
Nods head after teacher instructs what each utensil or dish is.
Teacher says they will make breakfast lunch and dinner and says breakfast, lunch and dinner in
English, ASL and Spanish
T: are you ready??
A: yeah
Pretends to sleep as teacher explains they are pretending it is night time and are sleeping.
A: (laughs)
T: okay! It is morning now! Time to wake up!
Gets up with other students and walks to the pretend kitchen area.
T: are you hungry?

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A: no
T: What do we make for breakfast?
A: no eggs. Eggs... (responding to teachers prompts)hot dog nooo.
T: fruit for breakfast? Toast? (generally asking all students involved)
A: yeah yeah. (responding to teachers prompts)
All students and teacher are engaged in dramatic play, pretending to make various foods for
breakfast.
A: shows teacher an item related to activity, says nothing, teacher responds with yes, good
idea!
T: teacher signs, A, WHERE EGG
A: Right there (holding the egg)
T: are you making an egg with cheese for breakfast?
A: yeah.... yeah (responding to teacher prompts)
Continues to play. A is quiet.
T: time to clean up the food! Only the food! Not the dishes, not the forks and spoons, not the
cups. Only clean up the food.
All students start to clean up only the food.
T: all the food is put away. But look at the mess still! What do we have to do?
A: Wash the dishes
T: Do I eat this for lunch? (Referring to a dish)
A: noooooo!

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LCE Observation #2

12:45-1:15
Math

A: Watching interaction between other teachers. Sitting at computer. Watching TA point at

things on the computer. Looks between teacher and computer.
TA: See?
A: NO
Watching interactions of other students and teacher.
Signs to himself looking at computer. Smiles.
A: (thumbs down and shaking head)
TA: nope, try again!
Watches teachers interact with one another. Looks back at computer.
TA: looks at TA, TA responds by guiding him in computer activity. TA explains more directly.
Looks at TA.
TA: nice. Whats after five?
A: six
TA: there you go. What is before ten.
A: nine
TA: Nice (pointing at computer) sixteen
A: sixteen
TA: seventeen
A: seventeen
TA: Its in the middle
A: (Mumbles something) Looks at TA.
TA: It needs to be the same. What number is the same?
A: Nine
TA: What number is the same?
A: Nine
TA: (points to computer)

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A: seven
TA: Right. What is the same?
A: Same.
TA: Okay, A.
A: one
TA: Good job! (Gives high five)
A: (gives high five. Smiles at TA)
TA: (points to computer)
A: nine
TA: no A see youre looking over there
A:seven (Looks at TA)
TA: oooh A youre on it!
A: (smiles) One. Two.
TA: SAME?
A: no
A: one
TA: It is nineteen
A: nineteen
TA leaves to work with other student. A looks at interactions from others in the classroom.
Rubbing his head.
Looks back at computer. Looks at interactions
TA: Let me see A (shakes head). So after ten?
A: eleven
TA: nice A
TA leave to work with other student. Looks at TA and at other teachers around the room.
A: Prigg. Prigg.
TA moves back to work with A.
TA: One and eight make eightee. And theyre the same.
A: (says something unintelligible).
A: Looks at me, smiles and ducks head. Looks at main teacher, playing with something in his
mouth.

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TA: Same thing A. This is eighteen.

A: one. Nine. Seven.
TA: seven,seventeen. So if this is ten (points at computer)
A: one
TA moves to other student.
(Looks happily surprised at computer and looks at me and stops smiling)
TA moves back to A.
A: one. Two.
TA: Right, one, two. What comes before four?
A: Three
TA: And a
A: Two
TA: right. good.
TA moves to work with other student.
Watching interactions of other in the room, then back to computer. Smiles and makes victory
motion. When ding from computer game chimes, he sometimes looks up at a teacher,
sometimes will smile to himself. Taps foot on the ground as he is working.
Looks around cardboard barrier to try to see other student across from him.
Fusses with hearing aid.
Bobs head with click of mouse.
Signs thumbs down. He looks at me. I ask THUMBS-DOWN MEAN WHAT He points to
computer and smiles.
TA moves back to work with A.
TA: fourteen
A: fourteen
TA: then?
A: thirteen
TA: Nice

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LCE Observation #3

2:30-3:00
Spanish Class

A moves from one side of the rug to sit next to me.

Looking at my iPad as I start typing.
Teacher gets students attention.
T: A do you remember this song? (Plays tune on small guitar)
A:Muey Bien
T: A.
A: No
Speaking in Spanish back and forth.
C: Im talking in Spanish
A smiles
Teacher laughs. All laugh.
Buenes (afternoon)
Teacher starts song. A joins And smiles
Teacher sings responsive song.
A laughs at C sounding like a scary monster
C responds in man voice
All laugh including teacher
Teacher sings responsive song again.
C responds silly.
A laughs hard. All laugh hard.
T: ah this is out of tune
C continues making silly noises as teacher tunes the instrument.
All laugh.
Teacher shows book.
A makes unintelligible utterances.
T: What does this mean?

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LANGUAGE & COMMUNICATION EXEMPLAR 23

A speaks back and forth with teacher in Spanish. Difficult to understand.

T: Que soy yo?
A: Mr. Montez
T: Que Soy Yo?
A: Anderson
T: Yo soy
A: Yo Soy
T: Anderson
A: Anderson
T: I forgot this color
A: Blue
T: No in Spanish
A: opal?
T: aaaa..
A: azul
T: who said it? C or A?
A: me! Azul.
T: what shape is that? Circle? Triangle? Square?
A: I dont know?
T: Yo Soy in cuadrado
A repeats
T: Anderson say rojo
A: Rojo (making triangle shape)
T: what shape is that? What do you think?
A: Triangle triangle (making triangle shape)
T takes turns with other peers.
T: how do you say this in Spanish? I forget
A: Amarillo (makes shape in the air with hands) continues mumbling to himself. Amarillo
T: Anderson Amarillo
A: Amarillo YELLOW
T: what shape is this?

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LANGUAGE & COMMUNICATION EXEMPLAR 24

A: O
T: right, like a big O. What is this shape again A?
A: caudrado
T: Triagulo. And Circulo. And then all of them together? What do you think that is Anderson?
A: I dont know?
C: a car!
T: you think a car?
A: No!
T: what do you think it is?
C: a house!( explains the shapes)
T: L what do you think this is? You think a car? Anderson what do you think?
A: Casa?
T: Casa tam bien? Lets see, lets see
A: Casa!
T: A, To casa grande or pecenia?
A: grande
T asks the other students the same question. A watches.
A plays with the legs of his pants. Looks at the interactions between the teacher and the other
students.
T and C speak in Spanish to each other.
T, C and TA speak between Spanish and english
T: Okay youre going to be outside for 5 minutes
A: 5 minutes?
T: yes 5 minutes (in Spanish). We are going to find (shapes in Spanish)
A: repeats shapes but in spanish
T: okay. again, we are going to find (shapes)
A: responds in sign and Spanish words
T: got it?
A: yeah.
A stands up immediately walks over to door and says 5 minutes
Other student: outside for 5 minutes

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LANGUAGE & COMMUNICATION EXEMPLAR 25

T: yeah 5 min
utes
A: 5 minutes
A immediately runs outside for activity. Highly engaged.
Runs around and looks for shapes. Finds circle and writes it down.
T constantly saying Spanish shapes
A and C running around looking for shapes together. Teacher points and says triangulo. A
looks up, then writes something on paper.
T: and your last one is quadrado
A and C run to brick wall and point. A writes on paper. Continues to run around with C. Pushes
Martell (TA).
T: Oh quadrado! (Points to tricycle)
A puts paper on the ground to write.
A: Im done, Im done!
A sits on spinning toy. Z pushes him in a circle.
A: woah! woah! (laughing). Teacher starts pushing. A keeps laughing. Talking in Spanish to
each other.
T: Anderson
A: woah! woah! (laughing)
C and A playing.
T: Anderson! everyone! vamos!
A runs to another toy and looks at teacher. Then runs to the door to go back in.
Teacher squirts with water gun.
A screams and laughs. Runs towards teacher spraying the water gun with other kids. Covers his
face with hands. Chases Martell.
T: Anderson! C! Inside!
A runs inside immediately.
A sits on the rug in the same spot he had sat before. Looks at me.
A: Wet! (smiling)
Me: you got wet?? Was that fun??
A: yeah (smiling)

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LANGUAGE & COMMUNICATION EXEMPLAR 26

Sits close to me after I take a seat on the rug. Movers close enough that our bodies are touching.
A watches other students come in and sit around the rug..
T asks A something in Spanish.
A: (nods head) yes
T: ohhhhh!!
C joins in the conversation, all speaking in spanish. A is smiling, C and T and other students are
giggling.
Me: A, what did he say?! I dont know Spanish! I need you to teach me! What did he say?
A stares at me without responding.

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LANGUAGE & COMMUNICATION EXEMPLAR 27

References:

Easterbrooks, S., & Baker, S. (2002). Language learning in children who are deaf and

hard of hearing: Multiple pathways. Boston, MA: Allyn and Bacon.

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