Case Study - Yuri

Meer zoals dit

NORMA TECNICA COLOMBIANA GTC 24

door JUAN MANUEL

Pedagogy & Technology DigCompEdu Framework

door Michael Bennett

Hobbies and Interests

door Ziyaad Kazi

Chomsky, Noam

door Matthias Behrends

Case Study - Yuri

Cross-cultural Factors

Yuri is very angry that he had to leave his family and friends in Russia. He enjoyed school very much while he was there, but now things are so different. Yuri is realizing that nothing will ever be the same, and is very pessimistic about being able to learn a new language. School is exhausting but also very boring. He tries to understand what the teacher and classmates are saying, but it is too much at one time. He tends to eventually give up and daydream about what life would be like if he was still living in Russia. His teacher gets mad at him when he gets caught, but he doesn't even understand what she is saying; he can only tell by her tone that she is not happy with him. He doesn't know what to do. He feels unmotivated to learn a new language and just wishes he could move back to Russia. He is having a very difficult time adapting to his new life, and at this point, refuses to even try.

Learning Environment

Yuri has been attending a small country school that offers very little resources. He has become friends with a few of his classmates, but seems to be very angry and frustrated when he is asked to speak in English. No other students or teachers can speak to him in Russian, so unfortunately, it is very difficult to communicate with him. The classroom has a map that includes the word "welcome" in many different languages, but my no means is it considered a "culturally-rich" classroom, since most of the students are "farm kids" and share the same culture. Multiculturalism is not a priority in this school. Resources are limited.

Initial Assessment

He has been placed in a grade 3 classroom, at a stage 1 for listening, reading, writing and speaking, and stage 2 for orientation.

Teaching Strategies

Differentiated Instruction - the teacher must learn what interests Yuri, and what his strengths are, in order to determine what methods or approaches will be effective. Finding out Yuri's learning style is very important when designing a customized "student-based" approach for learning. Yuri enjoys dirt-biking and playing sports, and this information could indicate that he is a kineasthetic learner. That means that if lessons are geared towards "hands-on" experiences, it could really help him learn and remember new concepts.

Universal Design of Learning - the teacher should communicate consistent expectations so that Yuri knows exactly what os expected of him. Consistency is important because Yuri, like other ELLs, require routine for as much as possible while they are learning the "ways of the school". This not only benefits Yuri, but all students in the classroom. If everyone knows what is expected of them, they can support each other if questions arise.

Use a variety of graphic organizers to help accomodate Yuri's needs.

Incorporate Yuri's first language into the classroom, along with any personal experiences that he would like to share with the class. This will get him to be more engaged with his learning and learn to relate to the new material.

Be resourceful. Use pictures, clocks, watches, maps, schedules - lots of visuals and tangible items - these will help assist the teacher in teaching about words, time, locations, and routines.

Keep it simple. Teach the basics first. Yuri needs to learn how to say the phrases that he will be using the most, so that he can at least communicate his basics, such as "My name is Yuri" and "May I please go to the washroom?".

Allow for lots of group work. Yuri, like most ELLs, can find it very helpful to work with peers and practise their English proficiency in small groups. After all, English proficiency starts with oral language skills.

Create word walls/word charts that Yuri can refer to when he needs to. Developing vocabulary is one of the first steps to understanding new concepts. Yuri's teacher should pre-teach the key terms prior to the lesson so that he can have a better understanding of the lesson.

Tips for Parents

Yuri's teacher told his parents to have Yuri go to www.storylineonline.net so that Yuri can hear stories being read to him. Many stories promote inclusivity, acceptance and friendship, and since Yuri has been feeling angry/sad about moving to a new country, reading or hearing this stories could help. Since he cannot understand a lot yet, it is suggested that his parents sit with him and interpret what is being said in the story, and then they could talk about it together.

Yuri's parents are encouraged to speak to Yuri in English a little but every day. The teacher has provided his parents with word activities that can be found on the internet - www.edugains.com Although they are encouraged to speak in English with Yuri, they are also encouraged to keep their native language strong so that he doesn't lost it. It is important to recognize the importance of keeping your language and culture and that it should not be lost just because the family has moved to a new country and the student is attending an English-speaking school.

Personal Background

Yuri is an 8-year-old Russian boy. He moved to Canada with his parents 3 months ago.