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? Course Project: Case Study Interview ? ETSL 560 ? Spring 2021 Task Overview: P

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? Course Project: Case Study Interview ? ETSL 560 ? Spring 2021 Task Overview: Present a case study report in which you examine the language acquisition of a non-native speaker of English. Include an analysis of cognitive, affective, socio-cultural, and educational factors contributing to success or limitations in his/her acquisition of English. Due: Saturday, February 20, 2021 (11:59 pm, Eastern US time) _____________________________________________________________________________ A Quick Overview of the Process • Interview a speaker of English as a second or foreign language. Electronically record the interview. • Analyze your interview data and write up your findings per the guidelines presented in this document. • Compile your project and submit it in Blackboard; use the link provided in the Week 6 assignment folder. ______________________________________________________________________________ A Step-By-Step Guide to Completing Your Project 1. Review these guidelines and read the list of interview questions provided in Appendix A. • Note: The list contains six questions and some follow-up questions, and you will develop two to four additional questions of your own to be included in your interview. 2. Select your interviewee. • Identify someone who has learned English as a second or foreign language and now has sufficient English proficiency to share about the experience. • Request the individual’s permission to interview him/her, explaining that you will conduct the interview as part of an assignment for a graduate course. Inform the interviewee that you will be asking questions about his/her background and experience in learning English. Explain that you are studying how people learn languages as part of your course, and that his/her identity will be kept confidential. Note: You are free to conduct the interview via phone, Skype, Zoom, or other “remote” platform if desired. • Request the individual’s permission to record the interview so that you can can go back and listen to his/her responses following the interview. • Arrange a time and place for conducting the interview. Try to ensure approximately one hour of uninterrupted time. 3. Formulate your final list of questions for the interview. • A list of six required questions is provided in Appendix A. You will also develop two to four supplemental questions of your own. • In developing your supplemental questions, you may address any area that you deem beneficial for your analysis of cognitive, affective, socio-cultural, and/or educational factors. NOTE: You will submit your list of supplemental questions within your final write-up of this project. 4. Conduct and electronically record the interview. • Reiterate the purpose of your interview and assure the participant of confidentiality. • Be sure to thank your interviewee at the end. 5. Listen to the recorded interview and take detailed notes. • You will NOT submit your notes as part of your project; however, you will draw on them as you complete your analysis. • I encourage you to include some verbatim quotes from your interviewee (focusing on highly significant aspects of his/her “story”). 6. Analyze the data you have gathered; then write up your findings per the specifications within these guidelines. Required components and format are described on pages 3 to 5 of this document. NOTE: As part of your analysis, you will need to draw on two or more supplemental articles from peer-reviewed, scholarly journals. I recommend that you use the library databases to locate these articles. Each article must be relatively current (i.e., no more than 7 years old) and at least 5 pages in length. 7. Maintain confidentiality of interview data. In order to preserve confidentiality, do not refer to the interviewee by name in your summary report. (Use an abbreviation such as an initial OR choose a pseudonym in place of the person’s name.) In addition, do not use real names for teacher(s), students, or schools that may be mentioned in the interview. Refer to a specific individual by using initials, such as “Ms. D.” or “B. Middle School”.) Required Components and Format for the Project TITLE PAGE Provide a title page which contains the following information: • your name • assignment title (e.g., Course Project) • the course number/title (ETSL 560, First and Second Language Acquisition) • department name (School of Education) • date of submission Note: You do not need to include a running head. SECTION I: BACKGROUND INFORMATION List the following background information (using the format shown below). I recommend that you copy and paste the chart into your document. Pseudonym for your interviewee Native country Native language(s) Age (or approx. age) / Grade level Proficiency level Length of time in US (or other English-speaking setting/culture) Reason(s) for coming to US/learning English SECTION II: SUPPLEMENTAL INTERVIEW QUESTIONS List the supplemental questions that you asked your interviewee. (Note: You don’t need to list the “required” questions that I have provided in Appendix A. I will assume that you have asked each of those. List only the questions that you have designed.) SECTION III: OVERVIEW OF LANGUAGE ACQUISITION PROCESS / STORY Briefly summarize the “facts” pertaining to your interviewee’s language acquisition “story” (no more than 300 words for this section.) • This section of your project must be double-spaced. SECTION IV: COGNITIVE, AFFECTIVE, SOCIO-CULTURAL, AND EDUCATIONAL FACTORS Consider the question, “Which cognitive, affective, socio-cultural, and/or educational factor(s) seem to have impacted your interviewee’s acquisition of English?” Then, complete the following task: • List as many factors as applicable (at least 7 – 10 factors). • Then, for each factor that you have listed, provide a brief explanation as to how it has impacted your interviewee’s acquisition of English. Please copy and paste the chart (below) into Section IV of your document. # Factor Explanation 1 2 3 4 5 6 7 8 9 10 Note: Please single space the information in the chart. SECTION V: ANALYSIS AND SYNTHESIS As you prepare to write this section, reflect on the following question: “Which cognitive, affective, socio-cultural, and/or educational factor(s) seem to have impacted your interviewee’s acquisition of English?” Next, identify the two or three factors which appear to be the most significant in regard to your interviewee’s acquisition of English. Then, addressing these two or three factors, complete the task below: • Write a 750- to 1000-word analysis (double spaced) in which you discuss the significance and impact of these factors. • Within your analysis, make connections to the current theory base and research findings in the field of second language acquisition. Include citations from (a) our course text(s) and (b) two or more supplemental articles from peer-reviewed, scholarly journals. Each article must be relatively current (no more than 7 years old), and at least 5 pages in length. • Be sure to provide precise citations in support of all key points in your document. Ex: (Brown, 2014) or (Brown, 2014, p. 45) ? for verbatim quotes REFERENCES Provide an APA-style reference page. See the APA style handout posted in the Week 6 assignment folder for tips on formatting your reference list. I recommend that you use the checklist contained within that document to ensure that your reference list is properly formatted prior to submission. __________________________________________________________________ Additional Considerations for Writing and Formatting Your Project Style and Format For this project, you are free to write using first and third person pronouns (“I”, “he,” “she”) as appropriate in describing your interview. You should, however, adhere to APA style for references and within-text citations. In addition, please adhere to the following stylistic requirements • 12-point, Times New Roman font • Page numbers (at top right of page) Note: You do not need to include a running head or abstract for this project. Citations As noted throughout these guidelines, you will need to provide precise within-text citations throughout this project. Protocol for Citing Your Interviewee Per APA style, interviews such as the one required for this assignment are considered “personal communication.” As such, they are cited “in-text” only; i.e., they should not be included in a reference list. See the following pages of the APA style manual (7th edition) for details pertaining to formatting of these types of citations: pp. 260-261. Appendix A List of Interview Questions As the interviewer, it is your role to lead your interviewee in telling the “story” of how he/she learned English. I have provided you with a list of questions below. You are required to use all of these questions, but you may adjust the wording as necessary based on your interviewee. You may, of course, add any follow-up probes that you deem beneficial. In addition, please design two to four questions to be used as a supplement to those that I have provided. As you design your questions, be sure to include those that will help you identify cognitive, affective, and socio-cultural, and/or educational factors. ______________________________________________________________________________ 1. Tell me about your formal schooling in __________ (native country). OR Tell me about going to school in __________ (native country). OR What was it like going to school in __________ (native country)? Ask probing questions to get needed details such as how long he/she attended school there (and whether there were any gaps in his/her education), what it was like, etc. 2. Tell me about your first experiences in learning English. (Ask probing questions as follow-up. Address each of the following, and include any additional questions of your choice): • How old were you when you first started learning English? • How much exposure to English did you have on a daily/weekly basis? • What was the instruction like? Was the instruction formal or informal? 3. Describe what it was like when you first entered an English-speaking culture. ? Were there any cultural differences that surprised you? • (If yes)…What were they? OR Tell me more… • Have your opinions about the U.S. changed since that first week? In what ways? (NOTE: If the above questions do not align with your interviewee’s situation, you are free to modify the wording accordingly.) 4. Describe the best English teacher/class you have ever had. ? What activities or experiences helped (OR have helped) you learn English more easily? Which experiences or activities were not (OR are not) helpful for you? 5. What are your personal goals as a language learner? ? Have these goals changed at all since you first started learning English? (If yes)…In what ways? ? Was there any point in your learning when you wanted to give up? (If yes)…Tell me about that, OR What did you do about it? 6. What are your greatest strengths as a language learner? ? How do you think your personality has helped you in learning English? 7. A question of your choice (required) 8. A question of your choice (required) 9. An additional question of your choice (optional) 10. An additional question of your choice (optional) APPENDIX B GRADING RUBRIC Criteria Points possible Points earned Sections I – IV All requirements pertaining to Sections I-IV of the project are clearly, substantively, and accurately addressed. • Section I: Background information (in chart form) • Section II: List of supplemental interview questions • Section III: Overview of language acquisition “story” (300 words max.) • Section IV: List and brief explanation of factors (in chart form) 15 Scoring: 14 – 15 = Exemplary (fully or almost fully met); 12.5 – 13.5 = Proficient (generally addressed in a proficient manner); 11 – 12 = Progressing (imprecise, limited, or weak); 10.5 or lower = Not met (poor quality and/or missing key components) Section V: Analysis and Synthesis All requirements pertaining to this section of the project are clearly, substantively, and accurately addressed. • Two or three “most significant factors” are identified. • Significance of each factor is clearly and substantively explained / justified. • Incorporates substantive, meaningful connections to the theory base/research findings. • Includes substantial, precise support for all key points in the form of citations from course text(s) and two or more journal articles. • Articles cited are from peer-reviewed, scholarly journals. Each article is relatively current (no more than 7 yrs. old) and at least 5 pages in length. • Course content is accurately and effectively applied to the analysis of this learner’s “story” • Word length: 750 – 1000 words 15 Scoring: 14 – 15 = Exemplary (fully or almost fully met); 12.5 – 13.5 = Proficient (generally addressed in a proficient manner); 11 – 12 = Progressing (imprecise, limited, or weak); 10.5 or lower = Not met (poor quality and/or missing key components) Writing, Craftsmanship, and APA Style Writing is characterized by precision, quality, and clarity. Project is free of errors in grammar, spelling, and mechanics. Project contains a title page and an APA-style reference list. Within-text citations and references are accurately presented in APA style. 10 Scoring: 9.5 – 10 = Exemplary (fully or almost fully met); 8.5 – 9 = Proficient (generally addressed in a proficient manner); 7.5 – 8 = Progressing (imprecise, limited, or weak); 7 or lower = Not met (poor quality and/or missing key components) TOTAL 40

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