Feature Articles
The Case Study: Bringing
Real-World Experience Into the
Teacher Preparation Program
JOANN JURCHAN
TODD A. MORANO
Asuza Pacific University
This article documents our efforts to design and implement a transformational opportunity for teacher credential candidates prior to their student teaching. Through the Case Study Project, candidates participated in an intensive one-on-one teaching and learning experience with a K–12 English language learner (ELL) in classroom settings. In addition to the tutoring experience, the project required candidates to gather and analyze student language proficiency data for instructional design, report school and district ELL policies and support services, and collect information on state and federal regulations regarding ELL instruction and programs. As a result, candidates reported that they were better prepared to meet the educational and emotional needs of ELLs. Some of the categories in which candidates reported significant professional growth were developing a greater understanding of self as teacher, developing a greater awareness of the learner and the learning process, and realizing the importance of maintaining the integrity of the content—not reducing the level of complexity.
doi: 10.5054/tj.2010.214880
THE PROBLEM
A
common problem facing many teacher educators is that the candidates who enter credential programs typically have little or no experience in working with second language populations. Most candidates may have attended school with English language learners (ELLs), but sitting next to an ELL in class does not compare to designing and implementing instruction for those same students.Additionally, a common misconception shared by teacher
candidates is that a smattering of one language, such as Spanish, will suffice to meet the totality of their instructional challenges with second language learners. Rarely do candidates consider the reality that they will in all likelihood have students from a variety of primary language backgrounds in their classrooms. Furthermore, the needs of the ELLs they will teach extend beyond conversational English to acquiring advanced proficiency in academic language. This academic language includes not only literacy skill
development but the development of content area vocabulary and concept-based language for use in academic settings (Chamot, 2009; Chamot & O’Malley, 1994; Readence, Bean, & Baldwin, 2008).
When presented with the reality of ELLs’ multifaceted
instructional needs, many candidates initially communicate their extreme anxiety at the prospect of multiple-language classrooms. They also express that they are somewhat fearful of walking into their first classroom on the first day of school without the competence required to communicate effectively with many of their students. Chamot and O’Malley (1994) reference this generalized anxiety as an impetus for their own research into strategic and explicit
development of academic English in second language instruction. In addition to the aforementioned realities facing many who are beginning their teacher preparation, candidates in our programs typically come with little to no direct classroom experience, either as observer or instructor. Therefore, a fieldwork experience
prerequisite to student teaching—a total of 60 hours of K–12 classroom interaction over the course of a semester—is accomplished concurrently with their introductory and first methods courses. The Case Study Project, the focus of this article, becomes an integral component of the fieldwork experience. Upon entering this phase of their preparation, many candidates express initial concerns and anxiety about entering the K–12 classroom even in the limited role of observer or instructor.
A SOLUTION
One way to reduce the candidates’ anxiety and fear of teaching ELLs is to supply them with gradually increasing opportunities to work firsthand with these students. As a first step in this process,
the Case Study Project, as defined later in this article, initiates candidates into the world of second language acquisition
instruction. The argument for the use of a case study as a valid and effective research strategy is well founded in the literature (Simons, 1980; Soy, 1997; Stake, 2006; Yin, 2009; Zucker, 2001). A large body of research points to the appropriate, acceptable, and expected use of case studies in such disciplines as science, medicine, business, and forensics, and case study use in teacher preparation programs is gaining recognition for its potential to promote the development of skills in data gathering, analysis, problem solving, and critical and reflective thinking for the purpose of improving one’s own teaching practice. ‘‘Case study research excels at bringing us to an understanding of a complex issue . . . and can extend experience or add strength to what is already known through previous research’’ (Soy, 1997, para. 1).
The case study experience allows teacher candidates to effectively transfer knowledge acquired from coursework theory into practical K–12 application. Additionally, case studies provide prospective teachers with the opportunity to invest in the individual student circumstances that manifest themselves as instructional challenges, giving candidates firsthand experience in discovering how theory meets application in a culturally diverse classroom setting. Being a part of this environment allows candidates to actively participate in the creative, proactive problem-solving process, thus building an understanding that classrooms are made up of individuals with individual needs that can be better met through intentional study, planning, application, and intervention. As stated by Soy (1997),
the advantages of the case study method are its applicability to real life, contemporary human situations, and its public accessibility through written reports. Case study results relate directly to everyday experience and facilitate an understanding of complex real life situations. (‘‘Conclusion,’’ para. 1)
INTRODUCING A CASE STUDY MODEL
Our belief in the value of the case study approach led us to create a project for credential candidates that not only accomplished the previously stated outcomes and fulfilled the California Multiple
and Single Subject 2042 Preliminary Credential requirements, but also provided them with an initial experience with the case study process. The overarching essential question that candidates must address throughout their credential program is this: How can the structure of my classroom and instructional practice enable all students to access challenging content, demonstrate learning, and achieve excellence? Experience has taught us that this question is best answered through an intentional and structured learning process that is, by its nature, helical as opposed to cyclical— allowing each level of new reflection and analysis to serve as the foundation for continued growth (whereas a cyclical model keeps the learner at the same level of understanding). When learning environments are structured in this way, they serve as a catalyst for developing awareness through questions that guide one’s
exploration toward understanding (reflection plus analysis), with the goal of resolution: awareness, reflection, analysis plus action. Acquisition of knowledge and skills is progressive, with each level of mastery becoming the foundation for continued development.
THE CASE STUDY PROJECT
Embedded in a credential methods course and assigned as one component of the entire fieldwork requirement (pre–student teaching), the Case Study Project placed candidates in a one-on-one tutoring relationship with an ELL in a K–12 classroom setting. The 20–35 hours of tutoring sessions covered a variety of core subject areas as directed by the K–12 host teacher. The candidates reviewed existing assessment data for the student, explored additional formal and informal language proficiency indicators, administered
language proficiency assessments, and analyzed the collected data to inform and guide their planning and instruction throughout the case study. In collaboration with the host teacher and utilizing all gathered assessment data, the candidates used appropriate
California English Language Development Standards to establish short- and long-term achievement goals for their participating student. This assessment drives instruction model of the Case Study Project helped candidates develop their professional practice in learning about students for the purpose of making appropriate instructional decisions based on student language needs. This
evidence-based instructional planning approach further supported the candidates’ ability to reflect on student learning and their own teaching practices in order to guide future instructional planning.
At the conclusion of the project, candidates completed a
culminating Case Study Report. The report, comprising four major components, took candidates through a process of collecting data on current school and district philosophy, policy, and practices for ELL instruction through research and interview. Candidates also collected information on state and federal regulations that impact the design and implementation of instructional approaches and programs appropriate for the ELL population.
THE CASE STUDY REPORT
Section 1
Section 1 of the report required that candidates gather schoolwide data related to standardized testing, compare and contrast ELL performance to native-English-speaking student testing
performance, and reflect on the perceived effectiveness of the school’s ELL programs in light of these testing results. This quantitative portion of the report included a brief narrative description of a particular school’s demographics, noting any substantial changes as reported on the School Accountability Report Card. In addition to analyzing the standardized testing data, candidates also gathered and reported on district policies regarding the instruction of ELL populations and reported information regarding school and district ELL support services.
Section 2
Section 2 of the report consisted of a description of the ELL participant upon which the study focused. The candidates were asked to create as detailed a picture of their ELL as possible in order to assess the practicality, appropriateness, and acceptability of the professional tutoring the candidates would plan and provide. This narrative portion also included the following: a rationale for why a particular student participant was chosen; analysis of individual descriptive assessment data, California English Language
Observation Matrix (SOLOM); and a description of and rationale for what objectives (content, language, or both) would serve as the focus of the tutoring sessions. Additionally, the description of the ELL participant included observations of the student in academic and social settings as well as observations of the classroom
environment. Candidates were also expected to make note of and track scaffolding techniques modeled in the classroom, such as use of visuals, realia, collaborative grouping strategies, and so on.
Section 3
Section 3 of the report was designed to help candidates develop both a conceptual and practical understanding of how assessment informs instruction. Candidates gathered and analyzed student artifacts that had been completed prior to the onset of tutoring. These artifacts then served as part of the initial assessment data (diagnostic assessment). In general, teacher candidates are often provided only content area academic assessment data to inform their developing practice. The lack of accompanying English language proficiency data produces an incomplete picture of the students’ strengths, challenges, and needs. This typically leads candidates to focus tutoring sessions on content development to the exclusion of developing the necessary foundational academic English. For this Case Study Project, however, it was important to keep in mind that the focus of the project was on the improvement of English language proficiency, not solely on the meeting of subject matter content objectives. With English as the language of
instruction, it was imperative that candidates understood and embraced the dual responsibility of becoming effective teachers of both content and English language development.
Also included in Section 3 were student artifacts completed during the 20–35 hours of individual tutoring. At the conclusion of the tutoring sessions, this evidence was used to determine the ELLs’ level of attainment of the established short- and long-term goals. Additionally, candidates were required to keep a reflective/
analytical journal (one entry per tutoring session) that described the sessions and highlighted the ELLs’ language acquisition progress. The collected student artifacts were referenced in the journal entries, providing concrete examples of this progress. Finally,
Section 3 included a narrative summary of the ELLs’ overall progress on targeted English language development standards as well as recommendations for things such as near-future tutoring topics, concepts, and standards.
Section 4
Section 4 of the Case Study Report was the culminating reflective piece in which candidates described the following:
N
what they learned about themselves as teachers (In this section they were asked to reflect on any attitudinal shifts related to personal bias and preconceived notions they held regarding teaching ELL populations.)N
what they learned about the teaching and learning processN
what they learned about English language development that would inform their future practiceThe Appendix
The Appendix of the Case Study Report included all applicable documentation of descriptive assessment data (e.g., CELDT, Idea Proficiency Test, SOLOM, First Steps Writing Assessment, First Steps Reading Assessment). Additionally, it included the K–12 host teachers’ documentation of the total number of tutoring session hours and evaluation of the candidates’ initiative, preparation, and professional demeanor as observed throughout the project. Finally, the Appendix included a brief description of activities for each session and transcribed interview notes from site personnel who provided pertinent information regarding on-site support systems for the ELL population.
INFLUENCES OF THE CASE STUDY PROJECT
It is in the reflection portion of the report (Section 4) that the course professors and the candidates recognized the transformational nature of the Case Study Project. It was after completing the professional and personal reflection that a new dedication to working with ELL populations frequently emerged. A few things commonly reported by candidates were the desire to continue working with the ELLs from this project outside the parameters of the required assignment, the recognized need to provide similar levels of support to all ELLs in the classroom, and the intention to
follow up with the ELLs from the project even after the conclusion of the fieldwork requirement. This newfound dedication, however, was often tempered by an awareness of the difficulty teachers have in providing ELLs with strategic, one-to-one attention in the
classroom setting. Nevertheless, candidates overwhelmingly recognized the importance and value of their systematic, well-planned efforts regarding an ELL’s growth as a consequence of implementing a teaching cycle defined by awareness, reflection, analysis, and action.
The resulting Case Study Reports provided evidence that the teacher candidates were beginning the journey toward the
development of professional dispositions specific to working with ELL populations. As an institution accredited by the National Council for Accreditation of Teacher Education (NCATE), the School of Education underwent rigorous external review by professionals in order to ensure that its programs as well as candidates are systematically measured and meet the high standards set by the teaching profession at large. Candidate statements often reflected the NCATE-defined dispositions of fairness and the belief that all students can learn. The candidates’ reflections also evidenced recognition of their professional
responsibility and accountability for the creation of meaningful and engaging learning environments for diverse populations.
After 10 years of collecting and analyzing Case Study Reports, the most convincing piece of evidence regarding the success and value of the Case Study Project is the postproject reflections written by the candidates. Nine common themes consistently emerged from the candidate reflections. Table 1 presents those themes and some representative statements from the candidates.
CONCLUSION
The Case Study Project required teacher candidates (pre–student teaching) to immerse themselves in a new, somewhat
uncomfortable situation in order to develop their instructional planning knowledge and skills while addressing student needs for both content acquisition and English fluency. The experience began with the interpretation and administration of diagnostic
TABLE 1. Themes Emerging From the Case Study Project
Common Themes Representative Candidate Statements Recognized need for
patience
I understand the importance of giving clear directions and constantly checking for an appropriate level of understanding before continuing with a lesson. I have to be patient and not go ahead because I am ready. After spending so much time in one area of instruction,
I was ready to go on with something different. But I couldn’t just abandon the content because I was tired of it. We stuck with it until she [the student] had a good understanding to move on to something new. I also learned patience and that it is a requirement in order to successfully aid a student in their English language proficiency.
I learned that I have to be patient with my ELLs [English language learners]; repetition is vital, and the comprehension of material does not come easily or quickly.
Developed greater understanding of self as teacher
I learned so much about myself and that I really enjoy working one on one with students.
This was a very human experience as well as an academic one.
I learned more about scaffolding and modeling because I made a personal connection with these ideas myself. It helped me to think of myself more as a teacher. I need to be an active listener as a teacher. I need to be
constantly aware of what the student is working on. I learned from this experience how unaware I was of the
problem. I always knew that there were students who were struggling with the English language in the classroom, but until I started tutoring, I did not know just how difficult this process was for these students. As short as our time together was, it has helped me to
become a more effective teacher. Increased awareness of
complexity of English (as their native language)
I have gained a greater appreciation of the English language. I was learning things about my own language while I was helping the student. I learned that there are many reasons why an ELL
would struggle in grasping the language.
It was difficult at first to be sensitive to the notion that even though English was easy for me, it was very challenging for my student. I had to learn to think about English (my native language) as complex.
TABLE 1. Continued
Common Themes Representative Candidate Statements
Overall, I have realized that teaching a student how to become proficient in English involves a lot more than simply teaching them how to communicate in the language. I have a greater appreciation for my own language.
I kept expecting her to just get it because the
information we were going over was so natural to me. Recognized
characteristics of and developed greater awareness of the learner and the learning process
I had grandiose ideas that I would swoop down and rescue some poor student from the difficulties of second language acquisition, when in reality Marco taught me about the processes and strategies needed to learn a second language in actual practice.
I learned the teaching process is a flexible one. It must mold and shape to fit each student, and it should be adaptable as the student adapts.
Many of my remediations were directly influenced by my understanding of the learning process itself, which was developed throughout this project. I thought at first that once I modeled how to say or do
something, it would be easy for my student to understand. Learning takes time, consistent practice, and knowing when it is time to move on.
I also realized that just because they are struggling with the language, it does not mean that they are special ed or cannot perform to their grade-level standards. Overall, I have realized that teaching a student how to
become proficient in English involves a lot more than simply teaching them how to communicate in the language.
I learned that not knowing the language does not mean they are not intelligent.
The single most significant thing I learned during my experience was that an ELL’s lack of understanding of the language does not mean a lack of intelligence. Recognized the need
for a variety of instructional approaches and strategies
Having students do an English workbook every day is in no way going to help these students advance their English language skills. It takes strategies involving communication, reading, writing, and other linguistic skills.
I need to be more intentional about using different types of activities in the classroom.
TABLE 1. Continued
Common Themes Representative Candidate Statements I need to keep looking for ways to help my student
improve, to be aware of what strategies will be effective as he improves in his language skills. I now know that I must make things I teach relevant to
the students’ lives.
I learned that I had to find many ways to get the concept across to my ELL.
Recognized that a teacher does not have to know the student’s primary language in order to help him or her
What matters is that the ELL is provided with a structured environment that consists of a program specific to the learner’s needs.
I realized I could work with him without knowing his language.
I only know a little bit of Spanish, but I had a Vietnamese student. I almost gave up but realized that I could teach him anyway.
I learned that I am responsible for controlling my language use in order to make it understandable to my ELL. I don’t have to be bilingual to teach an ELL. Realized the
importance of maintaining the integrity of the content in terms of not reducing the level of complexity to a point where it is considered to be ‘‘watered down’’
The most important thing I’ve learned is that ELLs are often fed curriculum that is watered down and meaningless. This fact saddens me yet motivates me at the same time.
It helps if I relate to the student about a time when I thought the work was too hard and wanted to give up but struggled through to learn what was important. I didn’t want the easy stuff.
I need to use SDAIE [specially designed academic instruction in English] strategies without ‘‘dumbing’’ down the actual content. The curriculum should still be at grade level, but contextualized for better understanding.
Enhanced
understanding of the importance of identifying student strengths and needs to drive instruction
I see that a teacher must develop the ability to plan instruction that addresses the needs and strengths of all students.
It never seemed like I was doing a case study; I was simply being attentive to what she needed and then trying to meet those needs to the best of my ability using what I knew about language development and the learning process.
I will be more inclined now to focus on their strengths and then address their weaknesses.
teaching opportunities and reflections on the candidates’ own teaching. Critical to the design of the project was the requirement that candidates provide evidence of their ability to purposefully connect instruction to the needs of the individual student. Although the project was designed primarily to help candidates develop and improve pedagogy—and it did—the significant shift in their attitudes and perceptions about ELLs became the driving force that pushed many candidates beyond the bounds of the original
assignment. The Case Study Project and the resulting meaningful teacher–student relationships became a pivotal point for many candidates, shifting their perceptions of teacher preparation from simply an exercise of the mind to a vocation of the heart.
It is the voices of the candidates that compel us to recommend the inclusion of an ELL Case Study Project in teacher preparation programs. The candidates’ reflections not only gave us evidence of the attainment of our expectations but, more important,
demonstrated a transformational shift in the candidates’ perspectives as they learned about the theory, understood the application, and discovered who they were becoming as teachers.
TABLE 1. Continued
Common Themes Representative Candidate Statements I see that a teacher must develop the ability to plan
instruction that addresses the needs and strengths of all students.
Determined that varying skill levels and abilities within each student requires modifications in pacing, instruction, and review
Just because an ELL starts progressing in one area doesn’t mean the teacher should leave the student to fend for himself in every area.
I will never assume that an ELL who can listen and speak proficiently can also read and write
proficiently.
Even the most daunting student can succeed if given the right kind of scaffolding.
The struggle for the educator is to find the balance between all areas of proficiency that require mastery in the time allotted—which is usually brief. The student needs a much more holistic learning experience where each area of acquisition can be augmented by the others.
THE AUTHORS
JoAnn Jurchan is an associate professor of education in the Teacher Education Department in the School of Education at Azusa Pacific University. ln her 24 years of work in private and public K–12 schools, she served as an elementary, middle, and high school teacher; administrator; creator and director of a smaller learning community for at-risk students on a high school campus; district and regional literacy instructor; and creator and instructor of a degree completion program for high school students. Her research interests inclucde issues of equity and access to quality education for English language learners, universal access for students with special needs, teacher dispositions, secondary content area literacy, and effective integration of critical thinking curriculum in K–12 classrooms.
Todd A. Moranois an associate professor in the School of Education at Azusa Pacific University. He obtained his doctorate in TESOL from Alliant International University. He has worked at the university level for l2 years, prior to which he was an elementary and middle school teacher and administrator in the San Diego Unified School District for 18 years.
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