TE 639 Language
and Literacy
Chula Vista Master's Degree Program
Fall 1999
Jill Kerper Mora
San Diego State University
Action Research and Student Case
Study
Assignment Guidelines
Fall 1999
Professor's Home Page: Jill Kerper Mora
Statement of Purpose
The purpose of action research and case study assignment is for the
student-practitioner to apply the theories embodied in the language interaction triad
(Greunewald & Pollack, 1990: 12-15) to his or her own classroom and students. The
three components of language interaction to be examined are language content/concepts, teacher language and
student language related to specific instructional tasks. Conducting this action research
project will enable teachers to discern the level of congruence between the content of the
curriculum, students' language and literacy skills, and his/her own instructional language
and teaching methods.
Steps in the Language Interaction Analysis Process
Select two students to observe during a recorded lesson. These students
ideally will represent a "typical" native speaker of English and a
"typical" second-language learner in your classroom. Choose students who
participate actively so that you can acquire samples of their language in the process.
Conduct an assessment of each student's language patterns using the Language
Use Inventory on G & P, p. 70. Observe the student in a variety of structured and
unstructured situations in the classroom and school environment with the rubric criteria
in mind.
Plan a content area or literacy lesson using the form on G & P, p. 88-89.
Include an activity in which students will actively participate orally, and ideally, where
they will produce some form of writing during the lesson.
Formulate a set of hypotheses about areas of possible difficulty or
impediments for students' comprehension and overall response to the lesson.
Audio record or videotape your presentation of the lesson and interaction
with the students. A segment of 20-30 minutes is usually adequate for language interaction
analysis.
Conduct an analysis of the recorded segment of language interaction during
instruction. You will observe and critique by referring back to and completing the
Observation of Teacher Language form found in G & P, p. 118-19. Estimate the
percentages of the total time recorded that was spent in each category. Some categories
may not be included. You will be testing your hypotheses about the language interaction
based on the specific tasks and objectives of the recorded lesson presentation. You will
also examine and evaluate the actual teacher/instructional language and student
language/interaction and response to the content and task demands of the lesson.
Action Research Report
Complete a report on the results of your action research that
includes the following components:
A brief language & literacy profile of each target student observed
during the lesson. These may include comparison of child's performance during the recorded
lesson with other assessment available information. Some examples are as follows:
A discussion of your language interaction hypotheses and how each students'
observed language use and responses to content addressed these, either tending to support
or refute them.
An analysis of how you might modify or enhance your instruction based on your
conclusions from the action research project in regard to the two target students and also
your class as a whole.
Your conclusions regarding the utility of language interaction analysis as an
action research methodology and tool for practitioners in terms of possible benefits
derived, and difficulties and challenges posed by this methodology.
Resources
Gruenewald, L. J. & Pollak, S.A. (1990). Language interaction
in curriculum and instruction: What classroom teachers need to know. Austin, TX:
Pro-ed.
Click here for a guide to analysis of text
for literacy instruction.
Click here for strategies for teaching concepts and
vocabulary.