Tesol Case Study
Teaching English to Speakers of Other Languages (TESOL)
Case Study – Mustafa Kutlay
Case Study
Before completing the case study, I had a look at various theories for teaching English to the speakers of other languages. Casanave (2004) highlights that ‘writing is a social practice requiring deep engagement with readings and with other writers’. One of the reading techniques, ‘extensive reading’ is cited from Palmer by Day and Bamford (1998). They suggest that “a reader’s attention should be on the meaning, not the language, of the text”. Establishing meaning and understanding context, they concur is the most valuable tool when learning to express and develop opinions when writing and reading. Additionally, Ellis (2003) asserted, “there is a clear psycholinguistic rationale for choosing ‘task’ as the basis for language pedagogy”. This therefore suggests that task based strategy may prove helpful when student join in writing together through activities. I will analyse Mustafa Kutlay and try to establish which of these techniques he has experienced and moreover which theory I feel he would benefit positively from in the future. Throughout this case study I will focus on four elements. Firstly I will look at Mustafa’s cultural background; his age, interests, education and employment. I will also consider briefly his mother tongue. Secondly I will look at his language learning background. The experiences he has had, and the difficulties he has faced. I will then evaluate Mustafa’s strengths and weaknesses based on two pieces of information I will gather. I will ask him to write 200 words on a chosen subject and I will also record and transcribe his natural spoken English. By analysing this two different forms of English I will be able to evaluate his knowledge of the language. Finally I will briefly recommend future actions
Case Study – Mustafa Kutlay
Case Study
Before completing the case study, I had a look at various theories for teaching English to the speakers of other languages. Casanave (2004) highlights that ‘writing is a social practice requiring deep engagement with readings and with other writers’. One of the reading techniques, ‘extensive reading’ is cited from Palmer by Day and Bamford (1998). They suggest that “a reader’s attention should be on the meaning, not the language, of the text”. Establishing meaning and understanding context, they concur is the most valuable tool when learning to express and develop opinions when writing and reading. Additionally, Ellis (2003) asserted, “there is a clear psycholinguistic rationale for choosing ‘task’ as the basis for language pedagogy”. This therefore suggests that task based strategy may prove helpful when student join in writing together through activities. I will analyse Mustafa Kutlay and try to establish which of these techniques he has experienced and moreover which theory I feel he would benefit positively from in the future. Throughout this case study I will focus on four elements. Firstly I will look at Mustafa’s cultural background; his age, interests, education and employment. I will also consider briefly his mother tongue. Secondly I will look at his language learning background. The experiences he has had, and the difficulties he has faced. I will then evaluate Mustafa’s strengths and weaknesses based on two pieces of information I will gather. I will ask him to write 200 words on a chosen subject and I will also record and transcribe his natural spoken English. By analysing this two different forms of English I will be able to evaluate his knowledge of the language. Finally I will briefly recommend future actions