Case Study: Child: The Story Manuel Rodriguez

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Child Case Study: The Story Manuel Rodriguez

The arena of children's language development is one that really does incorporate a choice of distinctive theoretical viewpoints. The theoretical subject that has prevailed over all the others in this part for the last twenty-five years or more is that of the amount to which children are pre-planned for the detailed mission of language learning. An associated problem is that of whether language is autonomous of other extents of perception, or is it reliant on upon more all-purpose cognitive aptitudes. With that said, this is a case study of a 7th grade student named Manuel. Manuel is a new arrival -- he or for 8 months, he has been living in the United States. His family comes in from Brasilia, Brazil. Manuel L1 is basically Spanish. Through easygoing debate he specified that he went to private school in Brazil and that basically, "a life that was privileged." Manuel shared that his father Ceasar is a college professor and came to the U.S. because he is on a 4-year project for the United Nations. This information leads me to really think that Manuel has been raised in a prosperous home and has been very educated in his first language. The family contains of his father Ceasar, his mother Nona and his 7-year-old sister Anna.

Manuel really appears to be a little indifferent when it comes down to the school environment. He really does not appear predominantly content or hopeless to be here. I observed that he this child really appears to be weary most of the time. Manuel just sits in the classroom and looks very drowsy. His communication with other pupils gives the impression to be insignificant. I do not really think of him as a chiefly quiet child; Manuel through my observation seems to be a little disinterested. A lot of times it makes me think that the school work or material is just boring to him. I believe that in a lot of nations, education seems to be more of a drill and youngsters are pressed to learn faster than they do here. However, a lot of times children from foreign lands have already been open to what they are presently learning in America.

Findings- Informal and Formal Assessments

I was able to watch and observe Manuel on about 3 different situations. The first was conducted in class. Then the other two occasions were done independently in another room. I was able to really get a good observation of him in class because it was important to see how manual had interaction with his teacher, his other classmates and the text that was offered. From the very first surveillance I was able to garner numerous things about Manuel as a student, his literacy actions and the educational inferences that had been fashioned by getting the bulk of his teaching in a second language.

The first thing I noticed was that Manuel appeared to be pretty unenthusiastic when it came down to utilizing English or speaking at all except if he is spoken to. The issue that had been fashioned here is that he is not really just learning or recollecting the content that the rest of his peers in the classroom are learning. Manuel does not do a lot of participation or really provide that much attention and appears as if he is going through the motions so as not to be reproached by his teacher.

When triggered, I detected that Manuel would habitually lapse back to Spanish or practice an assortment of Spanish and English which is more normally denoted to as "Spanglish." It looked to me as if he would sometimes start to forget and mechanically give a reply in Spanish. It never really seemed as if he would catch himself. He was continuously prompted by the teacher to move to English. A lot of times when he got discouraged he would mumble under to himself in Spanish. In his English Class the teacher would normally try and call on him for a reply.

Manuel facial expression appeared to turn to anger whenever this would occur on occasions. He would sort of utter out the first part of the sentence out of his mouth and would then struggle and ultimately just thrown in the towel and give up. The teacher at that point would then just move on. The expression he utilized most in this class was "forget about it." Manuel's body language had really spoken to the fact that he was not interested in being there at all. He would just sit slumped in his chair. A lot of times his head would go completely down on the table. Manuel did not smile much and had very little to say. He did not really try to make any attempts to do any work unless the teacher had come over to see if he was on task. Usually, she would ask if he was doing any work and even then he essentially just give her the cold shoulder. It was obvious that during that moment that he was getting a kick out of ignoring her. The class appeared to be a bit uncontrolled and on those seconds when his friends were clowning around, Manuel sat in silence just frowning his face. I believe that his incapability to communicate, read and comprehend what was going on around him shared with the absence of provision, scaffolding and appealing material is was guided him to being standoffish in this specific class.

Theory on Scaffolding

Using scaffolding with Manuel is an interesting suggestion. Scaffolding Theory came on the scene in the late 1950s and was introduced by Jerome Bruner, a cognitive psychologist. He utilized the word to define young children's oral language achievement. Facilitated by their parents right at the early stages in their lives where they first start learning how to say their first words, young children are delivered with natural arrangements to absorb a language. Classic examples are things like, bed-time stories and read aloud. (Daniels, 1994). However, Ross's, Bruner, and Wood (1976) impression of scaffolding also counterparts Vygotsky's effort. This idea has been additionally advanced by Jesper Hoffmeyer which he calls the 'semiotic scaffolding'. However the word was never utilized by Vygotsky, interactional funding and the procedure by which adults facilitate a child's efforts to encounter on learning that is new and that has come to be named "scaffolding." Scaffolding characterizes the cooperative communications that are among child and adult that really allows the child to do something that goes beyond his or her self-governing labors. A scaffold is really considered to be a provisional framework that is put up for access and support to significance and taken away as wanted when the child obtains regulator of achievement with a job.

With that said on the theories, in the other two observations I was working alone with Manuel. It was not easy trying to get him to focus especially since he was so aching for the one-on-one attention. He had a lot of questions and instead of reading; he really just wanted to speak. I was able to do a running record from the Teachers College so I would be able to test his pacing, articulation, understanding and overall level. I then was able to see that when he read out loud he was really staying focused on speaking the words correctly that he did not actually understand what he was reading. I then would try and make him read the passage all over again but this time silently and then asked him the knowledge questions. At this specific time, he was capable to retelling the story with much greater accomplishment. I also observed him making some collective grammar and syntax errors. This implementation allowed me to better emphasis on what his problematic parts are. The latter observation had really just involved having Manuel read a very brief short story out loud and then replying some questions which were done in transcribed form. Again, I could measure what issues he was having with grammar, composition and comprehension. When my observations were over, I interviewed Manuel. We started by just talking about his experience with immigration. It was unified as far as I can see. He brought out the issue that his family would really only be here for a couple of years.

Interpretation of Assessment Discoveries -- Student Assets and Challenges

Upon appraisal of Manuel's running record and work data I understood that he really come as at the high beginner end of the range. He really does have a pretty good hold on the present tense. He does know how to use the past tense, but there is normally a few second pause while he conjugates in his head the verb. His terminology is pretty elementary. This is what sort of gets him a little discouraged most of all. He will give it a shot and does a mild job in trying to explain a story and get a… [END OF PREVIEW]

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Cite This Case Study:

APA Format

Child: The Story Manuel Rodriguez.  (2012, March 4).  Retrieved June 20, 2019, from

MLA Format

"Child: The Story Manuel Rodriguez."  4 March 2012.  Web.  20 June 2019. <>.

Chicago Format

"Child: The Story Manuel Rodriguez."  March 4, 2012.  Accessed June 20, 2019.