Introduction
The interview subject is Andrea, a 14-year-old student who moved to the United States from Mexico. Andrea, her parents, and her younger brother immigrated to the United States from Mexico four years ago. The family is Spanish-speaking, and none of the members was fluent in English before moving. Although the mother, father, and two children are all learning the language, Andrea is currently the most proficient.
Hence, she often helps her brother and parents when translations are needed. The girl is connected to her Mexican heritage and takes an interest in its traditional art, such as music and literature. The family speaks Spanish at home, watches media content in the native language, and interacts primarily with other families that have immigrated to the US from Central and South America. Currently, Andrea is in high school. Before coming to the US, she was studying in a school in her hometown. The girl is proud of her heritage, which does not limit her desire to adapt socially and linguistically.
Language Experience Identification
The interview has revealed that Andrea is a new arrival with inadequate formal schooling. She was 10 years old when she came to the US, and she had no formal experience with English, as she spoke Spanish. Her only linguistic knowledge was a set of words and phrases she had learned from watching movies and navigating the internet. Currently, Andrea has little difficulty reading, writing, and understanding English. However, her academic and literacy abilities are somewhat weaker than those of her classmates.
It is critical to acknowledge the complex interaction model that impacts how a person learns. Namely, the school context is important, yet other influences related to the societal principle also play a major role (Freeman & Freeman, 2011). The statement reflects the sociocultural factor within Cortés’ Contextual Instructional Mode (Schulz et al., 2023). The school context encompasses factors such as the curriculum and teaching styles, parental involvement, and the quality of staffing.
The social setting, on the other hand, relates to a broader context encompassing attitude, culture, politics, mass media, family, and national attitudes (Freeman & Freeman). Andrea is interested in English media and interacts with children at school. These factors reflect the situational component (Schulz et al., 2023). However, the more complex terms, academic notions, and literacy skills are more difficult to develop in informal settings. She did not have formal language education before emigrating, and she relocated relatively recently. This is why the aforementioned was selected for the subject.
Language and Literacy Strengths
Andrea possesses multiple strengths in linguistics. On the one hand, she has multilingual proficiency, as she is fluent in Spanish and has strong English, which she continues to develop. Andrea stated that “despite Spanish being my primary language when it comes to my competence, I notice becoming more and more confident concerning the second language”. Andrea is making steady progress and appears determined to improve her abilities. An example is overcoming anxiety and asking for an explanation of words that she does not understand.
Another strength is Andrea’s cultural connection to her native country, expressed through language. She stated. “I grew up speaking Spanish; it is the language I hear at home every day. I feel like it is one of the manifestations of my cultural heritage, and I want to preserve it”. For example, Andrea finds it strange when her parents ask her to speak English to them so they can practice it.
Subsequently, the subject has expressed taking advantage of reading in two different languages. She has mentioned, “I like reading the works of Mexican writers in their original language. At the same time, I indulge in the novels and poetry of English-speaking authors. I am grateful to be able to access both in their raw form”. For example, the girl can read both Gabriel García Márquez and Stephen King without needing a translation.
Last but not least, Andrea’s translanguaging skills are an identified strength. She can easily switch between the two communication forms without realizing it. She stated, “With some of my friends, we can start the dialogue in English and transition to Spanish without noticing”.
Identified Needs
Andrea’s vocabulary mainly consists of words she often hears in informal conversations and in the media. It is critical to enhance it by adding academic words and those that may be more difficult to come across in day-to-day life. To address this need, researchers recommend direct instructions (Freeman & Freeman, 2011). Nonetheless, the activities can be designed to be entertaining for the students.
For example, using flashcards is an effective way to learn new terminology and improve information retention. Word games, such as crosswords, can also be used as an interactive way to create a written and visual exercise for Andrea. Reading academic sources can also be effective, as specialized terminology is frequently used, and this is the domain the subject struggles with most.
Another need specifically relates to reading complex texts. While the girl is fond of literature, she rarely encounters works that use specialized words. The methodology of independent reading is highlighted as an efficient means of minimizing this barrier (Freeman & Freeman, 2011).
The strategy is also appropriate because the subject herself has stated that it is one of her hobbies. To address reading comprehension and literacy, she may be given texts and be tasked with summarizing them. As a result, they will show that she became familiar with the work and understood its essence.
Despite the strong connection to Mexican culture, it can help the student achieve a more substantial level of local cultural integration. Needless to say, the goal is not to distance herself from her roots but rather to create a more diverse environment in which her circle includes people of different backgrounds. Researchers point out that such approaches bridge the gap that makes individuals feel unwelcome (Freeman & Freeman, 2011). An effective strategy would be to invite Andrea to culture exchange initiatives where all experiences are celebrated and discussed in a positive light.
Conclusion
As identified through the interview, Andrea is trying to overcome her anxiety when she comes across a word she does not understand. Recently, she started asking her teachers and peers for translations or definitions of more complex terms. Nonetheless, she expresses that it is still difficult for her to be one of the few students in class who are not fully fluent.
Hence, it is critical to establish an environment in which she feels comfortable seeking explanations and guidance. The role of the educator is emphasized in relevant literature (Freeman & Freeman, 2011). Celebrating little progress, providing mentorship, and encouraging her to speak up can help minimize shyness when learning a new language.
References
Freeman, D., & Freeman, Y. (2011). Between worlds: Access to second language acquisition (3rd ed.). New York, NYC: Heinemann.
Schulz, W., Fraillon, J., Losito, B., Agrusti, G., Ainley, J., Damiani, V., & Friedman, T. (2023). Contextual framework. IEA International Civic and Citizenship Education Study 2022 Assessment Framework, 61–94.