Learning English as a Second Language - Case Study Example

Case Study Name: Course: Instructor: Date: Learning English as a Second Language Introduction and Purpose of Study Policies of education are changing strongly in this post-industrial society as related to the growth and development of the economy and transformation of the universal society. The evidence lies in the communalization of the globe certainly such that students travel places away from home countries for education. This changing nature requires that students acquire an informed perspective of the policies engulfing the education system. With regards to education, the issues of policy discussed herein must, obviously, be of a public nature. A policy is a description of issues, matters or subjects that are either implemented or offered by a governing body so as to operate, control, legalize or regulate certain activities (O'Neill, Codd & Olssen, 2004). This study appreciates and therefore highlights policy matters considering the operation of policy processes, the possible implications and the reaction of the participating stakeholders in the education system. The essence of curricula, syllabuses and policies is appreciated across borders, but then, those that are designed and implemented by a governing administration are only active within that the territory of that government, in this case, contexts in which English is the main language used. They are designed to enhance the operation of a given system and to ensure fairness to all participants. The thought of educational policy depends on the ideological or philosophical points of reference of an individual. This detail necessitates the adoption of specific appropriate criterion for analysis, study and evaluation of a particular educational policy, herein, study of students using English as an additional language. Just to set perspective, syllabuses, curricula and policies all together give a description of issues that are implemented by a governing body so as to, generally, regulate certain activities (Ramesh, Perl & Howlett, 2009). A case study of such issues that impact international education and students is essential to give insight into the scope and complexities of the subject scenario. Student Profile Saudi is 26 years of age and from Riyadh, Saudi Arabia. He is an upper class student by the virtue of some of his relatives are ministers in his home country while others work for the King of Saudi Arabia. English is Saudi second language as his first language is Arabic which he speaks on a daily basis. However, Saudi started learning English as a second language when he was 12 years old at a private institution. His motivation to learn a second language stems from his interest in business, where he is to join King Khalid University and also his passion to pursue a bachelor of business administration in the university. Situation Analysis His background in education in this context refers to the setting in which his education performance and excellence is based. His setting is in Saudi Arabia where English is only learnt as a second language and more so in later years, that is when someone wants to join a university rather than be studied at an earlier age. His student profile shows a committed student keen on pursuing his education. He is a speaker of other languages, that’s is Arabic and therefore his TESOL profile recommends that he needs additional tuition in learning English for English is a second language and he wants to pursue his studies in Australia where English is a first language. Other than his own evaluation of his ability to speak English, Saudi should study English courses that are graded by teachers so that his mistakes in learning English can be pointed out. Situational Analysis Generally, it can be viewed from a basic perspective of a student whose first language is not English and with a primary education background which does not necessarily require knowledge of English. This positions English language, almost, as an additional advantage or rather a requirement, considering the current globalization of education, jobs and industries. English is a native language of English speaking people but is now internationally spoken. In these respects, Saudi’s background in education refers to the setting in which his pedagogical development, performance and excellence has basis. His setting is in Arabia where English is only learnt as a second language and more so in later years. The setting is such that Saudi did not have to learn English is his primary education and any earlier years but the necessity only comes when he gets to the tertiary levels of education. However, deciding to further studies of English alongside his main course depicts his commitment in education. Therefore, speaking English as a second language is much less of an impediment to his goals and social life, where he gets to perfect the additional language. According to Richards (2001), socialization is one of the situational factors that influence and impact curriculum development and educational policies. In the United States of America, there has been an increasing diversity in the classrooms, with more English language-learning students in these classes. Consequently, recent legislative changes have been evident with one limiting the amount of time an ELL student can spend in a sheltered English class (Pappamihiel, 2002). The societal factor tops the list of factors that impact curriculum development and policies of education. The point is that most often than not learning is undertaken in societies established by others and not the students themselves. It, therefore, does not put into consideration the societies that the students desire. In the societal set are exploratory elements that contribute to the overall impact. Firstly, the existing policies of language teaching in the society that the curriculum developers create should be guided by some preferable autonomous institutional education laws. Secondly, traditions and experiences of teaching languages determine the curriculum content for students like Saudi. Traditions here refer to the customary educational ways of the English speaking regions. The third element is the view of the society and that the students themselves. The society’s view of their children learning English as an additional language is vital if the curriculum developers mean to attract more international students to their institutions (Richards, 2001). Nevertheless, the view of the students themselves is not of much consideration. Amongst other influential elements are teachers’ view and their ability, employers’ views and political standpoints. All in the determination of the desired society; the society desired by the curriculum developer or the society suitable for educating the students like Saudi from different backgrounds. The educational setting and the professionals teaching English as a second language are collective of vital importance. Foreign languages are typically learnt in institutions that are miniatures of societies with particular cultures. In Saudi’s situation, considering the reputation accorded to King Khalid University, the teachers involved are with experience and professionalism. The institution in which Saudi has been given the authority and responsibility to produce their own curriculum, based on institutional aspects. Allowing university institutions to develop their own curriculum and syllabus, especially in language units, considers the view that only they have the knowledge of the composition of their classes (White, 2002). The perspective from Saudi’s institution is that every member has their own character and the interactions among them establish a certain environment or even culture. Therefore, the education set produced by King Khalid University will only be used within this institution. Policies implemented in any education system have a main-course aim of feeding quality content to the students. International universities compete globally to become the institution of choice by offering the best education, by international standards. Employing internationally qualified teachers and availing necessary resources in the language department is a measure to that this goal is achieved. Notwithstanding, such efforts, the only sure way to ascertain quality is by assessment and evaluation of the student’s progress (White, 2002). In the King Khalid University, Saudi is evaluated periodically to assess and monitor his progress. Evaluation is important to note the areas in which the student may require more assistance or to note the student’s strong points. Apart from progress observation by evaluation of practical ability to speak English, the complementary English course that Saudi is taking is such that the teachers grade him and so mistakes are pointed out. This may have been highlighted in part in the preceding discussion but to reiterate the importance of this study, the quality of the learning environment matters a lot too. It, in some way, qualifies the validity of the other factors and determines the achievement of quality education goal. Saudi is enrolled in a class that is for students learning English as a second language. Probably not so many students in this class but surely there is a mixture of cultures, difference in opinion, view, background and more so English-speaking abilities. An interaction of all these result into a complex environment in the learning place. The university addresses this by considering, in the curriculum development, that the class is a mixture of backgrounds and so comes up with a product suitable for all. Generally, a learning environment that is conducive contributes to quality education and this is practical at King Khalid University considering the student-teacher contact hours, resources and professionalism. Needs Analysis Needs analysis is a valuable step in the development of a curriculum for teachers of English to students speaking other languages. The essence of needs analysis is widely emphasized in language programmes (Bosher & Smalkoski, 2002). It is hence necessary for Saudi as well as the institution to incorporate needs analysis in the whole exercise. In a formal and technical sense, needs analysis involves ascertaining the much that students already know and what they need to learn. Saudi needs a learning that enhances his previously learnt English. More to this, Saudi needs to placed in and environment wher he regularly interacts with other students to imporove his English. For King Khalid University, Saudi needs to be subjected to more interactive exercises, complemented by writing exercise to validate their curriculum and satisfies learning requirements for Saudi. Subsequently, from different perspectives, goals, aims and objects are then set as basis for tests, teaching and learning activities and evaluation strategies (Scott, 2000). Goals The goals of learning English as a second language refer to the desired evident results that one wants to achieve at the end. Considering Saudi’s case, he is pursuing a bachelor’s Degree of Business Administration as the main course and so it can be generalized that English is meant to give meaning to his course. However, the case study finds out that there is more to it and also puts it herein that goals vary from one to another therefore some of them may be set by the institution. Most importantly for Saudi is to develop communicative competence at a level corresponding to his course mates and future careers and workmates. It depends on the full extent of his listening, speaking, reading, and writing potential. To orient and inform the students about the methodology, curriculum, and extra-curricular activities as well as their differences from those of the students’ previous experiences To develop an understanding of and appreciation for cultural differences and similarities is another set goal. This goes beyond the classroom scenarios to work places where there is a wider diversity. Maintenance of a sense of self-worth: In the probable working place or environment of a businessman, there are more often than not interactions with professionals from different divides. English is currently the most spoken international language and so in his career, English will help Saudi maintain a sense of self-worth. Generally, the goals are such that the learning builds on the educational and personal experiences of the student, Saudi (Bosher & Smalkoski, 2002). These goals encourage Saudi to use his previous experience or prior knowledge of English, oral and written, to develop his second language. Though short and basic, the previously learnt English at a private institution is after all helpful in promoting Saudi’s growth to literacy. Aims The aims of learning ESL somehow reiterate the point captured in the set goals. It would thus be right to observe that Saudi’s aim is to learn English that will help him pursue and practice his Bachelor’s degree in business administration. To achieve this, aims are directed at a number of things. To enable him acquire the necessary linguistic competence required in his profession. To enable student to acquire the necessary linguistic competence required in various life situations and consequently appreciate the importance of English as a language of international communication. To develop his awareness of cultural, economic, religion and social issues of his society and prepare him to participate in their solutions To enable the student linguistically to benefit from English speaking nations, that enhances the concepts of international cooperation, developing understanding and respect of cultural difference To provide Saudi with linguistic basis that will enable him to participate in implementing other nations' ideologies of business and business concepts that can enhance his progress as an individual in his career and also advances that can enhance the progress of his nation. This quite relevant for his profession in relation to the fact that Saudi Arabia has a lot to learn and borrow from western countries like America. Outcomes Most of the outcomes of a learning process are based on the national learning standards of the country. From an interview with the university lecturers, at the onset of the nineteenth century the American government funded a definition of these national standards. In this, foreign language organizations developed content standards that illustrate the essential skills and knowledge aimed for students like Saudi. Learning English as a second language aims at enhancing competence in more than one language and culture which will enable Saudi to communicate with other people in other cultures in a variety of settings. By learning some other (international) language apart from his own, Saudi aims at developing an insight into their own language and culture and thus looking beyond his customary borders, which complements his career of choice. Saudi posits that learning English alongside his main course gives him access to language and culture study, integrated into the entire school experience which aims at successful language and culture learning. Identification of Saudi’s needs led to a goal and aim with which ended up in acquisition of communication competence, appreciation of cultural differences. Resulantaly, Saudi will be able too maintain self-worth as he gets into his career in which he interacts with practioners in the industry. Curriculum/Syllabus Environment The setting of the case study is King Khalid University, an international university that provides a number of degree, diploma and certificate programs. The English department designs its own ESL (English as a Second Language) programs for its large number of students. Many international students take these classes every academic year under the guidance of sufficiently qualified instructors. Saudi is registered for an Adult Basic ESL program. Bosher and Smalkoski (2002) write that institutional leadership style greatly influences the learning environment with respect to the instructors involved. From an interview with some of the instructors, leadership at King Khalid University is democratic such that the instructors get more opportunities to take part in the curriculum development process. This means that they do not only do what the institution’s management orders but also consider the needs of the given syllabus or curriculum. Saudi finds this efficiently appropriate since in some way, from student-instructor interactions, the real needs of the students are included in the curriculum through the instructors. The administration supports the teaching stuff and with the communicational understanding, a comfortable environment is created. This is an indication that the institution is committed to attaining excellence. Commitment and motivation by accessing physical and human resources supports the achievement of goals, aims and realizing desirable outcomes. Conclusive to this, the collection of instructors, administrators and departments function in unison yet at times the different components function independently. However, the necessary cooperative work is not compromised. Besides the human resources, the university develops a curriculum in a way that it is appropriate with the physical resources that the institution has, and compatible with the resources as well. The curriculum and syllabus environment in Saudi’s institution is thus appropriate, conducive and suitable to achieve quality learning. Quality oriented, the curriculum environment helps the student to set their own directive objectives that keep them in focus and enable them to achieve their goals (Hakuta, Butler & Witt, 2000). English Language Teaching and Learning Principles, Approaches, Strategies, Methods and Classroom Management Saudi is taught English as unit subject that is assessed and evaluated. Saudi wrote essays that were evaluated and graded regularly. Apart form that, his class was divided into study groups within Saudi gets to practice interactive converstions with colleagues. The governing principles imposes that learning English language means that Saudi learns to use the language to socialize, learn, imagine and even question occurrences. Therefore, cultural identities should be honoured by instructional practices that recognize Saudi’s knowledge and experiences.Responses from the instructors indicate that learning the use of grammar and vocabulary is aimed at facilitating Saudi’s studies and preparing him for his career as well. In Saudi’s university, students show considerable individual variations in their rates of development of oral proficiency and writing prowess. The instructors then prefer that Saudi works with fellow students and that apart from books and reading materials, other constructive complementary methods are acceptable (Choi, n.d). This recaps the democratic leadership style at King Khalid University. As postulated by Choi (n.d), the method of learning that Saudi adopts is determined by the method to which the professional instructor introduces him. Practically the method involves immediate addressing of the cultural differences. It is by instructors being aware that newly arrived ESL students may respond in unexpected ways to certain classroom situations or events. Equally important, the learning method gives Saudi exercises in grammatical structures, which is only effective with the discourse level. Precisely, the teaching and learning method focuses on the four skills of English: speaking which involves pronunciation, intonation and stress, listening which involves listening to central ideas, reading which involves identifying key information in read texts and writing which involves organizing ideas, giving reasons or explanations and finally linking the ideas. In the class groups, there is an integration of speaking where Saudi pronounces and intonates in his speeches, listening when the others speak. He also does written exercises which during class sessions, he reads out to the rest of the class. Resources Availability of human resources in terms of instructors’ abilities, and physical resources in terms of learning materials should be considered because implementation of the curriculum will only be successful by a qualified instructor fraternity. Additionally, natural recourses and media are also vital for consideration since they support the curriculum too (Zainurrahman, 2009). ESL resources foster proficiency in grammar, reading and writing, vocabulary and idioms, spelling, pronunciation and listening. The university lecturers particularly employ a Teacher’s Special Needs Handbook that guides the instructors on how to handle students like Saudi. At King Khalid University, depending on the progress of the student, the instructor may generate new teaching materials and resources. By observation, Saudi finds textbooks and written materials interesting and helpful. However, to a greater extent, more interest was found in audio-programms, in which computers are used to prepare audio materials fo the students. The study observed that Saudi participates to averagely equal measures in exercises in the textbooks and in listening activities. The university provides for these audio materials in order of the learning sequence. There is a range of available resources for ESL students to help with homework. The university’s library avails standard English textbooks with exercise after every topic that Saudi uses to evaluate himself. All it takes is to learn to use the resources available to help learn English. These materials include books, audio CDs, videos, cassettes. The instructors also came up with active practice of the basic ESL skills through conversation groups or reading groups. The university also has special rooms for literature plays where students choreograph poetries, drama and other items. Saudi plays an active role in one of the drama plays. Through such, he learns to put his learnt English to practice, apart from the social interactions with fellow students and others. The fact that these plays are done under the watch of English instructors and tutors is even more advantageous since they get to evaluate Saudi and other students. The ESL department also organizes workshops and seminars for both the students and the tutors collectively. Teaching Sequence Most textbooks used for students like Saudi are designed to be used as direct teaching plans with an ordered sequence of events to be carried out in class. However, the university produces its own curriculum and syllabus. Therefore, depending on the views of the curriculum development professionals together with the instructors, the syllabus is reorganized and sequenced in an order that satisfies the expectations of the students. It does not only meet the needs of these students but also aims at achieving the objectives of the institution. The teaching sequence prioritizes development of grammar translations, pronunciations and other practical forms. Therefore, a basic sequence used at the university involves repeated toreminder about the language rules, development of writin skills followed by reading and listening which goes side by side with speaking, hence communication skills. Generally, the teaching starts with needs analysis which finds out, from the students, what they need to learn, and particular needs for English. Some students enrol for ESL classes for different purposes such as general conversation, business English amongst others. By this needs analysis, the instructor or tutor gets to know the specific needs of the students and since the university leadership is democratic, these needs are incorporated in curriculum development. This is followed by designing of lessons based on the syllabus. Each of these lessons has a single language target which forms the basis of that lesson. As the learning goes one, the students are initially taught one group before the instructor gets to know the potentials of each student. This is then followed by administration of the four basics of English language (McMurry, Tanner & Anderson, 2009). The students are them assessed and evaluated by way of exercises. Assessment and Evaluation Assessment and evaluation are performed to enhance development and designing of programs as well as their implementation for Adult English language learners. Saudi was initially evaluated to establish his experiences before joining the university and when in the university. The instructor was then able to know his sociolinguistic competence with mastery or non-mastery of non-verbals, appropriateness of register and cultural knowledge. For purpose of differentiation, assessment refers to the use of instruments and procedures to gather data on a regular basis to identify the needs of the learners and documenting their progress. Evaluation on the other and refers to a process of interpreting and analyzing the assessment data from the students progress, at a given point in time. Evaluation is done for the purposes of improving and documenting programme and learner outcomes (August & Shanahan, 2006). In Saudi’s case, assessment is done through both formative and summative assessment. Formative assessment is on a daily basis in which his failures are addressed by the instructor’s help. Summative assessment involves tests in English which are done after duration of 3 months, marked and graded by the tutor. In Saudi’s case, he failed his first test and according to the instructor’s evaluation, Saudi required more personal attention aside from class sessions. he was therefore, subjected to an hour of tution after classes where the tutor gets to know his abilities better. These two forms of assessment summarize the many different contexts and many different purposes for which assessment can be done. The formative assessment takes care of the issue that in a tutoring session, learners may want to know how they are doing and progressing, the instructors too may want to know how if their instructional approaches and resources are effective. Evaluating approaches also speaks for the curriculum implemented since after the implementation stage, it is important to evaluate the effectiveness of the policies, curricular and syllabuses intended. Analysis of the outcomes is useful in evaluation to establish whether the original intents are met and if there are any unintended outcomes. Therefore, evaluation of findings can be used during amendments and redesign of the curriculum. Conclusion The purpose of this paper was to identify or invent a student individual, who is learning English as an additional language and observe the student as they use English in contexts where English is the main language. The purpose also included talking to the student to find out more about their situation, needs and identify the goals, aims and outcomes intended. Taking into account the main purpose for which Saudi was learning English as an additional language, it was necessary to find out and establish that English reading and writing skills play a vital role in the workplace. This case study then concludes that effective communication is a more important but with accurate grammar. It also finds that English reading and writing skills are demonstrated more than English listening and speaking. Even more, reading and writing are the most examined. This study presents and further ascertains that communicative purpose primarily focus on the four basics of English language training. References August, D & Shanahan, T. (2006). Developing Literacy in Second – Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. London: Lawrence Erlbaum Associates, Publishers. Retrieved from http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf Bosher, S. & Smalkoski, K. (2002). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purpose, 21(1). Choi, J. (n.d). A Needs Analysis Approach to Self-Access English Learning: Perspectives of Students and Teachers. Hong Kong: Hong Kong Institute of Education Hakuta, K. Butler, Y. G. & Witt, D. (2000). How Long Does It Take English Learners to Attain Proficiency? California: The University of California Linguistic Minority Research Institute. 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Zainurrahman, J. M. (2009, May 9). Situational analysis in language teaching curriculum development. Retrieved from http://zainurrahmans.wordpress.com/2009/05/08/situation-analysis-in-language-teaching-curriculum-development/ Read More