Supporting Dual Language Learners

Early Childhood Education Case Study #4 and "Strategies for Supporting All Dual Language Learners”
Prompt:
Step #1: Read the Case Study below on Chearyun
Case Study: Chearyun
Chearyun is a 4 year old girl. Her primary language is Korean. Her older brother, Gi, is in the third grade. Her father works as an engineer. Mom was a dentist but gave up her profession when she moved to America. The family moved from Korea for the fathers work exactly 1 year ago. The only one who has any knowledge of the English language in the family is the father, who has limited English skills. However, enough receptive English to build on and to support some basic communication needs.
Chearyun attends a part-time play-based preschool. When her parents drop her off she waves and is heard softly speaking to parents. She has no issues with separation. She quickly enters the playground climbing structure to play but it does not appear that she has a specific playmate but does follow along with others in climbing and sliding in a particular direction. She moves to the outside writing center and she draws shapes of people, trees, flowers and animals. She has strong gross/fine motor skills and she is taller than her peers, eats with chopsticks, smiles at others, and appears aware of her surroundings. She does not shy away but uses pointing, pulling or nodding yes or no to convey a want or need. She appears to follow along with the group transitions easily. She hugs her teachers and stays engaged the majority of her time in the preschool. She does not use expressive language. She does not talk.
On occasion, she has outbursts with loud crying and it usually results in finding out that there was some injustice or injury caused by a peer (i.e. different peer takes toys, pushes, or makes faces). It is difficult to console her and she will usually sob long and hard, resulting in a call to the parents to pick her up early due to emotional distress.
During group times Chaeryun looks at the teacher but often drifts and begins to play quietly on the rug with a little hand toy (pony). She works well in the class and does not take toys or disrupt the play of others. She loves to paint, draw, do puzzles, water play or anything you put in front of her she appears curious and takes initiative.
Step #2: Now, read the following PDF article titled “Strategies for Supporting All Dual Language Learners”. As you read the PDF play close attention to the examples of each child on page 4, page 5, page 6, and page 7.
Step #3: Now that you have read the PDF and seen the examples of the children discussed in the article your assignment is to:
Create a one-page Dual Language strategy profile for Chaeryun similar to the pages found in the article that describes each of the children.
Now, write a brief synopsis of Chaeryun with a picture of a Korean child to represent Chaeryun and explain ways to support her through the classroom as indicated in the second column in the examples on the “Strategies for Supporting All Dual Language Learners” article.
Next, list at least five ways that you can adapt and make changes in the environment that will support Chaeryun specifically.
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Notes to the Writer:
• I uploaded the PDF article titled “Strategies for Supporting All Dual Language Learners” in the order form files.
• In the order form I uploaded a picture of Korean child that you can use to represent Chaeryun for the assignment.
• Remember, you simply need to create one page for Chaeryun and it needs to follow the format mentioned earlier. For instance, view the examples seen on pages 4, page 5, page 6, and page 7 of the article to give you an idea of how to create one page for Chaeryun.
• As for how to create the page I believe you can use Microsoft Word although I am not to familiar as to how to create graphics as seen on page 4, page 5, page 6, and page 7 of the article. Therefore, I am going to leave it up to you as the expert as to how you prefer to create the page either on Microsoft Word or another program format.
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Thank you so much for your time