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Case Study Analysis (Final)

1) The document discusses a case study about twin sisters named Mary and Susie who are from Thailand and enrolled in a private elementary school in the United States where English is the primary language of instruction. 2) It describes how Susie struggled to understand an English language math activity of naming her position in a line (e.g. first, second, third) while her sister Mary had no issues. The teacher, Chris, was unsure if Susie had a learning disability or simply needed more time to learn English. 3) One of the challenges for students who are not proficient in the language of instruction is difficulty speaking, understanding, and analyzing in their non-native language. The document advocates for multilingual

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Robert Palabay
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9 views

Case Study Analysis (Final)

1) The document discusses a case study about twin sisters named Mary and Susie who are from Thailand and enrolled in a private elementary school in the United States where English is the primary language of instruction. 2) It describes how Susie struggled to understand an English language math activity of naming her position in a line (e.g. first, second, third) while her sister Mary had no issues. The teacher, Chris, was unsure if Susie had a learning disability or simply needed more time to learn English. 3) One of the challenges for students who are not proficient in the language of instruction is difficulty speaking, understanding, and analyzing in their non-native language. The document advocates for multilingual

Uploaded by

Robert Palabay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CASE STUDY EIGHT—ENGLISH AS A SECOND LANGUAGE: THE KITIPITIYANGKUL

TWINS (PART I)

English as a Second Language is a traditional term for the use or study of the English
language by non-native speakers in an English-speaking environment. That environment may
be a country in which English is the mother tongue or one in which English has an
established role also known as English for speakers of other languages. Also refers to
specialized approaches to language teaching designed for those whose primary language is
not English. English has become increasingly popular as a medium of instruction in higher
education institutions worldwide. This trend is primarily driven by the globalization of
education and the growing demand for English-speaking professionals. While some argue
that using English as a medium of instruction may negatively impact the preservation of local
languages and cultures, there are several compelling reasons to justify its adoption. Using
English as a medium of instruction provides students with access to a wide range of
resources. The majority of academic literature, research papers, and scholarly journals are
published in English, giving students the opportunity to explore diverse ideas and
perspectives. English proficiency also enables effective communication across borders,
allowing students to collaborate with scholars and professionals from different parts of the
world, thus promoting global understanding and inclusivity. English proficiency increases
students' employability prospects in the global job market. Multinational companies are
becoming the norm, and employers seek candidates who can effectively communicate with
international clients and colleagues. English proficiency gives students a competitive edge
and increases their chances of securing desirable job offers. As English continues to dominate
the business and technological sectors, it becomes essential for professionals to be proficient
in the language to access global job opportunities. While it is important to acknowledge the
need to preserve local languages and cultures, the increasing globalization of education
necessitates incorporating English into the curriculum. By embracing English as a medium
of instruction, institutions can equip students with the necessary skills to thrive in an
interconnected world.

In the case of the Kitipityangkul twins, the twin girls were from Thailand. It was
common for big-city districts to enroll large numbers of students speaking a variety of
languages, it was a novelty for Chris’s little community and small private school. The
principal told Chris that he had met with Mr. Kitipitiyangkul, who had come to the United
States to work in his brother’s restaurant. The principal said that the father was excited about
being in the United States and was happy to have his daughter enrolled in a private school.
The principal said that the family spoke limited English but were learning fast. Chris asked
the principal about support services for her new students, but he replied that she shouldn’t
worry because the twins were so young, they would be fluent in English in no time. Chris
remembered the day she attempted to teach ordinal numbers in math by lining the children up
and asking them to name their place in line such as “first,” “second,” and “third.” Mary was
fine, but Susie was increasingly bewildered and confused by the activity as Chris pushed her
into different positions in the line and asked her to name her spot. Susie didn’t know first
from fifth. And Chris had no idea why. She thought about asking the special education
teacher to evaluate Susie—perhaps Susie had a learning disability but the school had so few
resources that the special education teacher was already overloaded with students, and was it
fair to label Susie as disabled when Chris really had no idea the nature of her learning
problem? Maybe Susie just needed a few more months to learn English and then she would
catch up to Mary and the rest of the class.

One of the factors that affects the learning of the students is not knowing how to
speak their second language. If the students are not bilingual, then it is hard for them to
speak, understand, and even analyze others. Students must be able to speak one or more
languages for them to be able to understand because, through understanding, they are also
able to learn. In a classroom setting, the teacher should always teach a multilingual and
multicultural way of teaching because there are many students who come from different
places with different languages and cultures. By this, the teacher will be able to deliver her
discussion smoothly and thoroughly. They will also have an interesting and interactive class
discussion because all of the students can relate to the topics and all of them are included and
no one is left behind.

English as a medium of instruction not only enhances students' academic and


professional prospects but also fosters a sense of unity and understanding among diverse
communities. When students from different linguistic backgrounds come together to learn in
English, they not only develop their language skills but also gain a deeper appreciation for
different cultures and perspectives. This promotes tolerance, empathy, and a global mindset,
which are essential qualities in today's interconnected world. When students are exposed to
English in the classroom, they are required to actively participate in discussions, debates,
and presentations, thereby improving their ability to express their thoughts and ideas
coherently. This process also enhances their interpersonal skills, as they learn to collaborate
and interact with peers from diverse linguistic backgrounds.
In conclusion, providing support systems, such as English as a second language
programs or language support classes, can help non-native English speakers bridge the
language gap and enhance their understanding of subject materials. Additionally, educators
should adopt strategies to make content more accessible and comprehensible, such as
simplifying language, using visual aids, and incorporating interactive learning activities. The
use of English as a medium of instruction in education has both positive and negative
impacts on students' learning experiences and outcomes. It provides access to a vast array of
resources and enhances communication skills, while simultaneously posing challenges for
non-native English speakers and potentially eroding cultural identities. To mitigate these
challenges, educational institutions need to implement inclusive practices and support
systems that foster effective learning for all students, regardless of their language
proficiency levels. By doing so, we can ensure that English remains a powerful tool for
knowledge acquisition while promoting linguistic diversity and cultural preservation.

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