• Background: Age, native language, learning environment

• Age: 7 years old

• Native Language: Spanish
• Learning Environment: Elementary school in the United States, enrolled
in an ESL program

Observations: Comprehension level, verbal production, interaction with peers

• comprehension Level: The student, Maria, shows limited comprehension

of English. She can follow basic classroom routines and understands
simple commands and gestures.
• Verbal Production: Maria is in the silent period and does not verbally
communicate in English. She nods, points, and uses her native language
when she needs to express something urgently.
• Interaction with Peers: Maria is shy and hesitant to interact with
English-speaking peers. She gravitates towards other Spanish-speaking
students and often relies on them for translation.

Analysis: Challenges faced, effective strategies used by the teacher

• Challenges Faced:

• Language Barrier: Maria struggles with understanding and

producing English, which impacts her ability to participate fully in
class.
• Social Isolation: Her limited English skills and reluctance to
interact with English-speaking peers can lead to feelings of
isolation and hinder her social integration.
• Confidence: Maria's lack of verbal production in English may be
due to fear of making mistakes or not being understood, affecting
her confidence.
 • Effective Strategies Used by the Teacher:

• Visual Aids: The teacher uses pictures, flashcards, and gestures to

support understanding and communication.
• Repetition and Modeling: The teacher repeats instructions and
models language use, providing Maria with ample exposure to
English in context.
• Peer Support: The teacher pairs Maria with a bilingual buddy who
can help translate and explain tasks, gradually encouraging more
interaction in English.
• Safe Environment: The teacher creates a supportive and non-
judgmental classroom atmosphere where Maria feels safe to take
risks and try speaking English.

typical classroom activity, the teacher might be conducting a lesson on colors.

Here's how the strategies align with the theories:

• Visual Aids and Repetition (Behaviorist Approach):

• The teacher holds up colored flashcards (e.g., a red apple, a blue

ball) and says, "This is red. Can you say 'red'?" Maria listens and
tries to repeat "red" after hearing it several times. The teacher
smiles and praises Maria, reinforcing her effort.

• Application: The teacher uses positive reinforcement to encourage

Maria's attempts to use English. For example, praising her when she
follows a command or participates in an activity.
• Techniques: Imitation and repetition are key components. The teacher
models phrases and sentences, and Maria is encouraged to mimic them.
This practice helps build her language skills through habit formatio
 • Creating a Rich Language Environment (Nativist Approach):

• During storytime, the teacher reads a book with vivid pictures and
repetitive language patterns (e.g., "Brown Bear, Brown Bear, What

Do You See?"). This exposure helps Maria internalize the language

structures and vocabulary naturally.

• Nativist Theory (Noam Chomsky):

• Application: According to the nativist perspective, Maria has an

innate ability to acquire language. The teacher provides a rich
language environment that stimulates her inherent language
learning capabilities.
• Techniques: Exposure to comprehensible input is crucial. The
teacher ensures that Maria is surrounded by spoken and written
English in various contexts, facilitating the activation of her
Language Acquisition Device (LAD).

• Peer Support and Safe Environment:

• The teacher asks Maria's bilingual buddy to work with her on a

coloring activity. The buddy explains the instructions in Spanish
and then in English, helping Maria understand and engage in the
task. The teacher monitors and encourages Maria, providing
support as needed.

Through these strategies, Maria gradually gains confidence and starts

using simple English words and phrases, marking her progress in the language
acquisition journey.