Case Study

Case Study

Part 1: Identification

Step 1. Problem Identification

The student is named John Doe and is in Grade 9 (freshman) at the American High School. Doe is 15 years old and is an Asian race, specifically Chinese born. Having moved to the United States 5 years ago, Doe vehemently expresses Chinese accent and Asian behaviors that affect his communication and speech. Despite scoring a passing grade in Grade 8, Doe is experiencing academic challenges in learning the improved levels of English language and other subjects. In addition to the speech problems, Doe struggles in interpretation complex vocabularies and English lexical, especially those spoken with a deep American accent. Due to his speech problems and the Chinese dialect, Doe has been mocked by other students, especially the notorious ones who mimic and make fun out of his speech. As a result, he also faces psychological stress that hinders his total participation in classroom and group discussions.

Despite the speech, interpretation, and psychological stress, John Doe does not express any unique risks and conditions that would require special attention. The language challenges are common for all English as Second Language (ESL) students at the American High School. For instance, he does not possess any medical or physical disabilities that prohibit proper participation in school work. Nevertheless, John Doe performs excellently in other subjects such as math and science, and averagely in English. The exact academic discrepancy between the current situation and the student’s goal is the failure to speak fluently and interpret complex English vocabularies and terms applied in the high school curriculum. Regarding behavior, the discrepancy is his inability to interact and socialize with peers in and outside the classroom due to stereotyping and mockery of his Chinese access. Therefore, he needs urgent intervention to help him overcome the stress and adapt to the school.

Step 2. Problem Analysis

John Doe’s problem arises from his Chinese background and attending lower classes in Chinatown school with the vast use of the Chinese language. Despite moving to the US at an early age together with parents, Doe was enrolled in a school in Chinatown, where he completed Grades 5-8. In this regard, it is evident that despite living and learning in the US, Doe has been exposed to learning in Chinese-linked institutions, which still have native subjects and language. Therefore, the educational background is the primary cause of the communication problems facing John Doe.

Secondly, Doe lives with his Chinese parents and siblings; this implies that he mostly communicates Chinese while at home. The behavior has hindered his fast transition to the English language since the concepts learned at school as quickly compromised by the native language at home. The behavioral challenge associated with the other students mimicking and mocking his Chinese accent is highly linked to his excellent performance in math and science. Since joining the freshman, Doe has been the leading student in mathematics, as well as attaining top grades in science. On this note, his performance intimidates other classmates who use the mockery and stereotyping as the leverage. Such incidences result in psychological stress and isolation that affects Doe’s performance.

Step 3. Intervention Design and Implementation

The primary solution for this problem is the enrolment in the school’s ELL program (English-Language learners). The ELL program is designed as a part-time course, where ESLs attend and learn the basic English language concepts. Within the ELL program, Doe will meet peers with similar problems, and English language teaching offered by a trained ELL teacher. The ESLs will undergo English learning and assessment geared towards nurturing their lexical structure, including grammar, pronunciation, and vocabularies, among others. Similarly, the ESLs experience psychological support to attain the courage to overcome stereotyping and making friends. Like other ESLs, Doe will graduate from the ELL program as soon as their teacher confirms his proficiency level is adequate.

Step 4. Response to Instruction/Intervention

The ELL program is an effective solution to Doe’s problems, as proven by the records. American High School has the record for admitting ESLs from different races, including Hispanics and Asians. The ELL program has been effective in helping the ESLs improve their English language competency, and adapting to the institution. Therefore, the past success of the ELL program will undoubtedly work on John Doe.

Part 2: Reflection

In conclusion, John Doe is a bright freshman whose Chinese background has affected his English language competency. Despite the excellence in math and science, Doe struggles to speak fluently and interpret complex English languages that apply in high school. On this note, I suggest that Doe should be enrolled in the ELL program to enable him to learn the complex English lexical structures under special care and amongst peers with similar problems.

The Problem-solving/RtI Worksheet is highly effective in assessing John Doe’s problem, understanding the causes, and formulating the solutions. The worksheet is also useful in implementing the proposed solution since it guides the plan, strategies, key performance indicators, and the stakeholders involved.