Rodolfo Correa 1

Case Study

Exploring The Academic And Interaction Experiences That Played A Role

Enhancing Or Hindering The Language Learning Process

Of An International Student.

Honors: Seminar Language And Culture

By: Rodolfo Correa

 Rodolfo Correa 2

Introduction

Language is more than a way to communicate our ideas, it is a complex set of symbols

and sounds that allow us to identify with a group and define a cultural identity.

Elinor Ochs and Bambi Scieffelin proposed the idea that learning a language is influenced by the

social and cultural context. Becoming a member of society is correlated to acquiring a language,

and therefore, the acquisition of a language and culture happens together. Altogether, through

language we can express our social values, traditions, and ideas.

Language acquisition starts early in childhood. According to the critical period

hypothesis, the ability of a person to master native-like language skills is correlated with age.

Children have the ability to learn a language, even multiple languages, if exposed frequently and

given the right learning opportunities. It has been studied that during childhood the experiences

and opportunities, such as a mother reading at night to her child, teaches the child skills to

succeed in learning a language (Ahearn, 2012). Different cultures use different methods to teach

language, none are more common or better than the other. For parents teaching a second or third

language, the experience can be associated with positive or negative social factors, and could

prevent the child from becoming fluent (Ahearn, 2012). Negative social factors such as

marginalization or finding a language useless may cause the loss of a language in a multicultural

family (Ahearn, 2012). For example, an immigrant family in the United States might decide not

to teach their children their mother tongue anymore because English will come with better

opportunities and less discrimination.

 Rodolfo Correa 3

Language learning is not limited to childhood, but one continues to learn according to the

profession, community, and other experiences that influence their lives. When it comes to

adolescents and adults learning a new language, there are factors other than age that influence the

acquisition of a language such as motivation, opportunities, and experiences. In the case study

Martina: Social identity as Multiple and a Site of Struggle, Martina, an immigrant woman who

moved to Canada with her family for a better life for her children shares her experience

learning English. Martina struggled speaking English among native speakers and felt stupid

and inferior. Her motivation was her roles as a mother and an employee, and she had to learn

to fulfill her roles. This experience highlights how language learners go through both experiences

of struggles and motivators (Peirce, 1995).

Through language we become aware of who we are. It is believed by multilingual

speakers that they posses an identity for each language they speak. With one language you may

be able to communicate some ideas to a group of people. With another language you might

express different ideas, values, and reach a different audience. I believe that there are words and

ideas that are untranslatable and have emotions and experiences attached in their authentic

language. For me, through English I am able to express my professional identity, while through

Spanish I am able more comfortable to express my emotional identity.

 Rodolfo Correa 4

Topic Of Focus

In the quest to understand what experiences and opportunities influence the performance

and proficiency acquisition of learning a language, it is important to identify these experiences

that influence in the success of learning a new language. Chapelle (2014) recognized the

importance of engaging in diverse learning experiences for learning a foreign language. In her

study, Chapelle highlights that a hands-on experience of data analysis and interpretation, where

the student engages in conversations, assignments and technology, allows the student to make

connections they might miss with traditional methods. For this case study, I will categorize

experiences as academic and interactions, to enclose the variety of hands-on experiences that

promote analysis and interpretation of a new language.

Cochran (2010) studied the relationship between attributions, attitudes and aptitudes in

foreign language learning students. He highlighted the role of positive and negative attitudes and

perceptions, contribute to the success in learning a language. For example, an international

student with the motivation to succeed in college in a foreign country may be more likely to

learn the language easier. Also, a student with negative experiences, such as anxiety to interact

speaking a foreign language, may affect negatively her language learning. Therefore, the ability

to succeed in a learning a language relies as much on the learning aptitudes as it does on the

hands-on experiences and the consequential attitudes of the student. In this case study, I will

inquire my student about her academic and interaction experiences, to better understand how

attitudes contribute to language learning process.

 Rodolfo Correa 5

A language proficient person should be competent in thinking and speaking in the

acquired language. Pavlenko (2011) in her inquiry to understand bilingual identities identified

that each language is linked to different emotions, expectations, memories, traditions and other

aspects of culture and individuality. I find this idea important to the context of this case study, to

ask deeper questions of the experiences and connect the underlying positive or negative attitudes

to the struggles and gains of learning a language. I will inquire my student was her attitude,

positive or negative, towards main academic and interaction experiences. I hope through this

case study to identify connections between attitudes and experiences. Lastly, I will synthetize the

experiences developed her language learning and which hindered.

Methodology

A case study, as defined by the Merriam-Webster Learners dictionary, is a published

report about a person, group or situation that has been studied over time. This case study has

explored into one student only, and through my relationship with her I am able to make an

unsubstantiated comparison of her English proficiency over time. I acknowledge the subject of

study presents the opportunity to understand her individual learning experience and the results

will not be sufficient to formulate concepts. However, the case study will present an opportunity

to connect others experience with the research and ideas discussed in the Language and Culture:

Honors Seminar.

My student goes by the initials of AC. She is a 22 yo Caucasian female born in Romania.

Her sister moved to the States for a one-year high school exchange, and once she had graduated
 Rodolfo Correa 6

and started a family, she invited AC to move with and start college. First, back in Romania, AC

took six months, after graduating high school, to arrange her immigration status and come to the

States as an international student. In the spring of 2014 AC started college as for biochemistry.

Her long-term goal is to become a medical doctor and remain in the States with her sisters

family.

Before moving to the States, AC was at a beginners level in English, with only basic

knowledge on grammar and composition, and little exposure to the culture. During her first

semester she was placed in an ESL composition course before integrating into the biochemistry

curriculum. However, two years later, AC has developed a professional proficiency and fluency

in English, with which she is exceling in her studies and part-time job as a manager at the

universitys cafeteria.

Through this case study I explored the hands-on academic and interaction experiences

that contributed to the learning of English as a second language for AC. I had scheduled a

meeting with AC to have a conversation based on proposed questions found in Appendix A.

Through a face-to-face interview, I aimed to engage in an honest conversation with my student

and identify different experiences and her attitudes that have attributed and hindered the learning

of English. I then synthesized what might have been the most important experiences and her

attitudes and how that affected her on the learning of English.

 Rodolfo Correa 7

Results

AC started learning English during high school as a course requirement. Previous to this

academic experience, AC had no interest in the English language or culture. She had never

travelled outside of Romania. No one in her family, except her sister, spoke English. Once the

opportunity presented itself to move to the States, with her sister, to continue her education, she

decided to study the language and culture a little further.

AC had benefited from the privilege of private education, tutors, and English camp;

however, where she claims to have learned the most was from movies and interactions. AC

believes that all the academic English she learned from school and tutors was basic and only

provided a base to communicate and understand simple ideas. Even when she started college in

the States, her first ESL course was frustrating focusing on the same linguistic rules she had

known and not on useful communication. However, all the interactions, academic and leisure

experiences of moving to a different country had put her out of her comfort zone and encouraged

AC to thrive in acquiring the language and understanding the culture.

Academic Experiences

AC has received her education from top institutions, both in Romania and in the States.

In her high school curriculum the school wanted to expose the students to as many languages as

possible, so AC took a variety of languages without ever mastering any. However, through a

private tutor AC was able to improve her written skills but not her communication ones.
 Rodolfo Correa 8

When she started college she was placed in an ESL class to improve her English, yet AC

stresses, the ESL class was everything I didnt need at that moment. The ESL class she took

during her first year of college was standardized and did not strengthen her linguistic limitations.

In my experience, it is common that language courses focus on linguistic rules and tend to forget

to introduce the cultural aspect of the language. The instructor tends to give a set of linguistic

rules and ask the students to follow, without the story behind it. However, AC benefited from the

privilege of her academic experiences enough to provide her resources to continue her English

learning and be accepted at a higher education institute for her Bachelors.

Interaction Experiences

AC argues she learns better when she is having fun. She claims that she learnt most of her

everyday communications from watching movies without subtitles and speaking only English,

even if all people struggled. ACs personality is she is hardworking, cautious, and introverted.

She remembers that during her English camp, while in high school, the teachers where from the

UK and did not know Romanian and she didnt know English. The struggle of communicating

with signs and a few words was fun and helpful.

One day her sister called and said fake it till you make it and AC believes that phrase

has been key to achieving her high proficiency. Wherever AC is at, she expresses her ideas and

when her message doesnt get through she finds mutual understanding and a funny learning

experience. Also, her cautious and introverted personality finds ease at writing over oral

communications, I believe that when you write, you dont need the confidence of speaking, you
 Rodolfo Correa 9

can go back and correct your mistakes. Regardless, with her years in the US she now feels

comfortable speaking English.

Conclusion

AC plans to go to medical school and stay in the US where her sister and father now live.

In my opinion, AC holds a high academic and personal proficiency. She has experienced the

culture and increased her language skills thanks to her full immersion in an English speaking

country. AC admits she now thinks her ideas English, except when counting numbers.

AC learned her English from her privileged academics and personal experiences that put

her out of her comfort zone and encouraged her to learn. ACs personality along with a long-

term-goal has kept her in a continuous learning and balance of the US culture and her Romanian.

Romanian is part of who I am, I will always be Romanian over American, but the language is

not something useful in my life and goals. From this conversation I recognize the need for

individual teaching strategies for English learners. I agree with AC, that the academic system

focuses too much on linguistic rules and too little on everyday communication. Also, a

transdiciplinary experience where the student engages in a variety of professional and personal

experience is more efficient in language acquisition.

 Rodolfo Correa 10

References

Ahearn, L. M. (2012). Language acquisition and socialization. In P. M. Lightbown, & N. Spada

(Eds.), How languages are learned (pp. 75-101). Oxford University Press.

Chapelle, Carol A. "Technology and Second Language Learning: Expanding Methods and

Agendas." System, vol. 32, no. 4, 2004., pp. 593-601doi:10.1016/j.system.2004.09.014.

Cochran, Jeff L., R. S. McCallum, and Sherry M. Bell. "Three A's: How do Attributions,

Attitudes, and Aptitude Contribute to Foreign Language Learning?" Foreign Language

Annals, vol. 43, no. 4, 2010., pp. 566-582doi:10.1111/j.1944-9720.2010.01102.x.

Joseph, J. E. (2004). Language and identity. Palgrave Macmillan

Lightbown, P.M., & Spada, N. (2013). Chapter 3: Individual Differences in Second Language

Learning (pages 76-100) . How languages are learned (4th ed.). Oxford University Press

Pavlenko, Aneta. Thinking and Speaking in Two Languages, Multilingual Matters,

Bristol;Buffalo;, 2011.

Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly,

29(1), 9-31.
 Rodolfo Correa 11

Appendix A

1. Did you start learning English on your own will or for another reason? Explain the

beginning of your learning process.

2. Do you translate your ideas or begin them in English?
3. What opportunities did you have while learning the language? Ex. Classes, interactions,

dreams/goals
4. What was the most effective method for you to learn English? Why?
5. How did you prepare before coming to the U.S.?
6. What was your experience on the first day, weeks, months, and year of you moving the

States? Ex. Your attitudes, your relationships, your responsibilities, experience at the

airport
7. What did you consider your strengths and weaknesses in communicating English at the

beginning?
8. What did you personally do to get better at your weaknesses?
9. How was your experience in the ESL class? How would you have changed it to make it a

better education experience?

10. What linguistic challenges did/do you encounter in a daily basis? Explain.
11. How do you perceive interactions with locals? Can you identify a positive and a

negative interaction and how language played a role?

12. How could professors or other academic staff help you grow your English proficiency?
13. Do you feel as comfortable speaking English as you do your native language? Explain

the ideas behind your answer with examples.

14. With who do you communicate in English versus your native language? What role does

each language play in your life?

15. Where do you see yourself in 5 years and what roles will English play?