Fieldwork Observation #2

Megan Wheeler

EDU 306 Dr. Maruca

 English Learner Profile
Psychological factors
Learners name: Alexis Age: 5 Gender: Male
Grade: Kindergarten Primary Oral Language Proficiency: Unknown
Primary language Academic level: Unknown
Previous English language Experience: None
Prior schooling in primary language: None
Prior academic success level: N/A
Attitude toward schooling: Alexis likes being at school but tends to disengage during
instruction. He becomes bored and uninterested very quickly.
Likes / dislikes in prior educational setting: N/A
Social-Emotional Factors
Self-Esteem: Moderate
Motivation: Low
Anxiety level: Low
Attitudes toward primary language and English language: Primary Language: Very Positive,
English: Positive
Cognitive Factors
Stage of English language Development: Oral: Advanced, Written: Poor, Reading: Poor,
Listening: Advanced
CELDT Overall: 400 Listening: 11 Speaking: 13 Reading: 9 Writing: 0
SOLOM Observation: 19/25
Assessed reading / writing level in English: Very Poor
Assessed math level in English: Moderate
Preferred learning style: Kinesthetic
Likes /Dislikes in current educational setting: Likes working kinesthetically with manipulatives
and playing games, but dislikes doing work sheets and other independent practice activities
Sociocultural Factors
Family acculturation and use of L1 and L2: Use both L1 and L2 in the home, seems to be mostly
L1
Family values: Unknown
Instructional support provided (previously and currently): Occasional one on one instruction in
current classroom, but very minimal. No previous education
Sociocultural support for L1 in the classroom environment: Very rare but occasional directions
given by instructor in L1 to student

Adapted from The Crosscultural, Language and Academic Handbook, Lynne T. Diaz-Rico (2014).