Focus-Dual Language Learner (DLL) – (Hypothetical Case)
Juan is a 1st grader who has experienced a significant culture shock, which could be a contributing factor to his lack of focus and reading
improvement.
In Kindergarten, Juan received services with the ESL teacher 45 minutes a day in a group of two students. Until then, he did not speak in English
at all. He is functioning as an emerging reader and needs pre-teaching in vocabulary and some sight words. He can only write what he can speak,
which is natural for Dual Language Learners. He has good comprehension of books at DRA Level A (Beginning Kindergarten level).
In 1st grade, Juan has been receiving Tier III interventions (most intensive), addressing both his reading and ESL needs. He also receives 45
minutes/day in ESL, where he has access to a bilingual Instructional Assistant to pre-teach/re-teach vocabulary, and provide one-on-one
assistance when necessary. Juan is progressing, but at an extremely slow rate.
Juan has shown signs in both English and Spanish of some reversals. He still flips b and d. Last year he flipped Spanish words like, “el” to “le” or
“la” to “al” in both reading and writing. Some of that has disappeared, but many other factors, such as his age, make it difficult to verify whether
or not Juan has a learning disability. There is also a concern that Juan is not hearing certain sounds. Although his oral language is beginning to
develop, he is not retaining sight words, not remembering and applying his phonics skills consistently (initial consonants, digraphs and short
vowels), and his writing is not improving.
As Juan’s teacher, you are expected to provide reading instruction and support within the general education classroom setting. In order to plan
for this task, you will complete the following:
1. Literature Review
Review current (generally not earlier than 2008) literature including relevant materials from the text and report on at least two of the
challenges that Juan appears to have. What are some potentially effective research-based strategies or linguistically responsive
practices for working Juan in the classroom? Use at least five (5) scholarly journal articles/books for your review and cite the sources
within your report and in a reference section at the end.
2. Learning Goal
Based on the information provided in the scenario, identify a specific learning need Juan has and develop a measurable learning goal for
Juan. This goal must be linked to a Maryland’s College and Career-Ready Standard (MCCRS).
3. Intervention Plan
Identify an existing challenge the child has exhibited and use information from the literature review to develop a potentially effective and
developmentally appropriate instructional tool. Describe the instructional experiences you will use to address the specific challenge in
detail and be sure that at least one of the learning experiences involves family members. Please note: checklists, daily schedules, flash
cards (unless used as a part of a game), etc. will not be regarded as instructional tools. Discuss briefly your rationale for choice of
intervention.
4. Progress Monitoring
Describe how you will determine if the learning experiences you provide Juan are effective. Be sure to include a plan to collect student
data to help you determine if the learning goal is achieved.
5. Personal Reflection
Reflect on what you found most valuable from this hypothetical case scenario that can be transferred to a real classroom setting. Include
your view of the scenario from a personal dispositional perspective.