Case Study Project
EDESL 777
PART I.
INTERVIEW BILINGUAL/BICULTURAL STUDENTS ABOUT LANGUAGE AND CULTURE IN SOCIETY
DESCRIPTION
Teacher candidates are expected to complete an in-depth study of the bilingual/bicultural
experience of their ELLs. The purpose of this project is for candidates to understand the cultural
identity of their ELLs and the influence of students’ home culture (including language) as they
come in contact with the school culture (Standard 2). The intention is for candidates to
appreciate the acculturation experience of their ELLs as they balance the cultural values and
beliefs of their primary (home) culture with those of their second (school) culture (Standard 2).
Candidates are expected to understand how cultural groups and individual cultural identities
affect language learning and academic achievement. Candidates will apply this knowledge
about the interrelationship of language and culture, the home - school connection, and
students’ cultural identity in the design and planning of curricula, implementation of
appropriate and effective teaching techniques, and assessment of their planning and
instruction (Standard 2).
TASK
Teachers will meet with and interview two bilingual/bicultural students. The individuals to be
interviewed should be immigrant students who have lived extensively abroad or in another
place with a distinct linguistic experience different from where s/he lives now.
Discuss things such as the following:
 Which languages they know/have learned
 Which languages they currently use and in what situations
 What their overall attitudes are towards each language and culture
 Whether they had any difficulty learning English, why or why not
 Whether they feel they have assimilated into the American culture well
 If so, what helped them do this (family, teachers, friends)
 If not, what do they feel hindered them from doing so (cultural conflicts)
 Whether they feel that they still identify with their original cultural background now
 What their acculturation experience has been in the academic realm and how they feel
their language/cultural background was an advantage (or disadvantage) to their academic
achievement
REFLECTIONS (Based on information collected from Part I)
Based on the data collected, teachers will write up a reflection on the interview and what they
learned/gained from the experience. The summary and analysis of the information should
provide evidence of:
 An understanding of and ability to use the major concepts, principles, theories and
research related to the nature and role of culture and students’ cultural identities that
affect language learning and academic achievement (Standard 2)

An analysis of how and under what circumstances the bilingual students’ native
language and culture interface with the language and culture of the host society related
to patterns of language use and consideration of cultural values and beliefs (Standard 2)

Additionally, candidates should describe how they acknowledge and respect the
diversity of students’ cultural identities, and how they might use this information to
understand the acculturation / assimilation struggles their students’ experience, and the
impact of students’ home – school connection in the planning of instruction and
selection of appropriate and effective teaching techniques. (Standard 2)
PART II. TEACHER INTERVIEW: CULTURE IN THE CLASSROOM
DESCRIPTION
Teacher candidates will interview an ESL teacher about their approach and ways to introduce
culture into the ESL lesson. The purpose of this assignment is for new ESL teachers to gather
information on best practices including effective teaching strategies, selection of appropriate
materials, resources (including the Internet sites), as well as use research theories related to
the nature and role of culture in instruction for the purpose of integrating cultural values into
class instruction (Standard 2).
Candidates are to consider this information in the design of class activities that encourage
discussions on cultural values and beliefs to assist ELLs to understand their cultural identity,
share their culture with peers, and express their feelings related to their acculturation /
assimilation adjustment experiences (Standard 2). This understanding helps students build selfesteem and confidence that encourages the development of a strong cultural identity that
supports culture learning, language development and school achievement (Standard 2).
TASK
Interview an ESL teacher who has at least several years of experience in teaching ESL.
Discuss with them things such as the following:
 The underlying principle(s) for incorporating cultural issues (e.g., values and beliefs, a
strong identity) into class activities (Standard 2)

Appropriate and effective teaching strategies employed to introduce expressive
language and cross-cultural topics from students’ home culture as well as American
2
culture for the purpose of promoting cross-cultural awareness and providing
opportunities to discuss their cultural values, attitudes, feelings (Standard 2)

Problems or issues students experience when learning culture and how teachers assist
students to overcome these concerns (Standard 2)

The extent students’ primary (home) language/culture may influence culture learning
and the development of a positive cultural identity that affects language learning and
school achievement (Standard 2)

Noticeable attitudes related to their own or others’ cultures/languages that affect
classroom teaching and learning (Standard 2)

Criteria for the selection of appropriate material and resources (including Internet sites)
for activities and class instruction (Standard 2)
REFLECTIONS (Based on information gathered in Parts I and II)
Include, but not limited to the following ideas:

Based on our class readings and discussions, identify and explain theories about the
interrelationship between language and culture (Standard 2), cultural learning (cultural
values, beliefs, and identity) (Standard 2) that became relevant in the interviews

From the interview discussions with the bilingual/bicultural students and the ESL
teacher, what conclusions can you draw about the struggles ELLs experience when
making adjustments to the American culture (Standard 2)

Comment on the activities and selection of materials and resources (including Internet
sites) that support students’ cultural learning and academic achievement (Standard 2)

Explain what you learned/gained from the experience and how it can inform your ESL
teaching including the creation of supportive learning environments for ELLs
(Standard 2)

Describe activities will you try in the future when teaching ESL that were discussed in
the teacher interview and additional ideas the discussion sparked in you (Standard 2)

Often, research raises more questions. Describe any questions that materialized about
teaching culture in the classroom or acknowledging the diverse cultural backgrounds of
students
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CASE STUDY RUBRIC:
PART I, BILINGUAL/BICULTURAL STUDENT AND PART II, TEACHER INTERVIEW
STUDENT AND
TEACHER
INTERVIEW
QUESTIONS
APPROACHES
MEETS STANDARD EXCEEDS STANDARD
ALIGNMENT BELOW STANDARD
STANDARD
TO TESOL
STANDARDS
Some questions
Most questions for All questions for
All questions for
2
AND
DISCUSSION
(PART I & PART
II)
ANALYSIS OF THE
INFLUENCE OF
LANGUAGE AND
CULTURE IN
SOCIETY AND IN
THE CLASSROOM
(PART I & PART
II)
2
for the study are
developed and
addressed
somewhat.
There is minimal
understanding of
the information
collected that
explains the
influence of
language and
culture within
society and in the
classroom. to
construct
supportive
learning
environments for
bilingual/bicultur
al students
(12 points)
The candidate’s
summary and
analysis of the
data provide
evidence of a
poor
understanding
and ability to use
the major
concepts,
principles,
theories, and
research related
to the nature and
role of culture as
it influences ELLs’
cultural identities
and affects their
learning and
academic
progress
(Standard 2). This
summary and
the study are
developed and
addressed. There
is acceptable
understanding of
the information
collected that
explains the
influence of
language and
culture within
society and in the
classroom to
construct
supportive
learning
environments for
bilingual/bicultural
students.
(13 points)
The candidate’s
summary and
analysis of the
data provide
evidence of a basic
understanding and
ability to use the
major concepts,
principles,
theories, and
research related
to the nature and
role of culture as it
influences ELLs’
cultural identities
and affects their
learning and
academic progress
(Standard 2). This
summary and
analysis are
limited in (a) their
characterization of
the study are
developed and
addressed
convincingly.
There is strong
understanding of
the information
collected that
explains the
influence of
language and
culture within
society and in the
classroom to
construct
supportive
learning
environments for
bilingual/bicultural
students.
(14 points)
The candidate’s
summary and
analysis of the
data provide
evidence of an
adequate
understanding and
ability to use the
major concepts,
principles,
theories, and
research related
to the nature and
role of culture as it
influences ELLs’
cultural identities
and affects their
learning and
academic progress
(Standard 2). This
summary and
analysis are
appropriate in (a)
the study are well
developed and
addressed
completely. There
is superior
understanding of
the information
collected that
explains the
influence of
language and
culture within
society and in the
classroom to
construct
supportive
learning
environments for
bilingual/bicultural
students (15
points)
The candidate’s
summary and
analysis of the
data provide
evidence of a
superior
understanding and
ability to use the
major concepts,
principles,
theories, and
research related
to the nature and
role of culture as it
influences ELLs’
cultural identities
and affects
students’ learning
and academic
progress
(Standard 2). This
summary and
analysis are
4
REFLECTIONS
ON LANGUAGE
AND CULTURE
IN SOCIETY
AND IN THE
CLASSROOM
(PART I & PART
II)
2
analysis are
lacking in (a) their
characterization
of how and under
what
circumstances
the bilingual
respondent’s
native language
and culture
interface with the
language and
culture of the
host society
(Standard 2) and,
(b) their
identification of
how the teacher
acknowledges
diverse student
backgrounds and
uses the
information to
make curricular
decisions, to
select materials
and resources
(including
Internet sites)
that promote
cultural learning
and academic
achievement
(12 points)
Little or no
evidence of
knowledge and
articulation of
the main
realizations/ideas
about the
interrelationship
between
language and
culture in contact
in society. Little
or no application
of ideas to the
understanding of
the bilingual/
multilingual
nature of our
how and under
what
circumstances the
bilingual
respondent’s
native language
and culture
interface with the
language and
culture of the host
society (Standard
2) and, (b) their
identification of
how the teacher
acknowledges
diverse student
backgrounds and
uses the
information to
make curricular
decisions, to select
materials and
resources
(including Internet
sites) that
promote cultural
learning and
academic
achievement
(13 points)
their
characterization of
how and under
what
circumstances the
bilingual
respondent’s
native language
and culture
interface with the
language and
culture of the host
society (Standard
2) and, (b) their
identification of
how the teacher
acknowledges
diverse student
backgrounds and
uses the
information to
make curricular
decisions, to select
materials and
resources
(including Internet
sites) that
promote cultural
learning and
academic
achievement
(14 points)
Limited evidence
of knowledge and
articulation of the
main
realizations/ideas
about the
interrelationship
between language
and culture in
contact in society.
Basic application
of ideas to the
understanding of
the bilingual/
multilingual
nature of our ELLs,
and how their
cultural identities
Evidence of
acceptable
knowledge and
articulation of the
main
realizations/ideas
about the
interrelationship
between language
and culture in
contact in society.
Acceptable
application of
ideas to the
understanding of
the bilingual/
multilingual
nature of our ELLs,
sophisticated in
(a) their
characterization of
how and under
what
circumstances the
bilingual
respondent’s
native language
and culture
interface with the
language and
culture of the host
society (Standard
2) and, (b) their
identification of
how the teacher
acknowledges
diverse student
backgrounds and
uses the
information to
make curricular
decisions, to select
appropriate
materials and
resources
(including Internet
sites) that
promote cultural
learning and
academic
achievement
(15 points)
Evidence of
superior
knowledge and
articulation of the
main
realizations/ideas
about the
interrelationship
between language
and culture in
contact in society.
Outstanding
application of
ideas to the
understanding of
the bilingual/
multilingual
nature of our, and
5
ELLs, and how
their cultural
identities affect
language learning
and school
achievement.
Candidates
minimally identify
and discuss the
importance of
maintaining a
positive cultural
identity, crosscultural
awareness (e.g.,
values and beliefs
of primary and
school cultures),
the role of
culture in the
selection of
appropriate
classroom
materials and
resources
(including the
Internet)
(7 points)
affect language
learning and
school
achievement. In
particular, in a
limited way,
candidates
identify and
discuss the
importance of
maintaining a
positive cultural
identity, crosscultural awareness
(e.g., values and
beliefs of primary
and school
cultures), the role
of culture in the
selection of
appropriate
classroom
materials and
resources
(including the
Internet)
(8 points)
and how their
cultural identities
affect language
learning and
school
achievement. In
particular,
candidates
convincingly
identify and
discuss the
importance of
maintaining a
positive cultural
identity, crosscultural awareness
(e.g., values and
beliefs of primary
and school
cultures), the role
of culture in the
selection of
classroom
materials and
resources
(including the
Internet)
(9 points)
how their cultural
identities affect
language learning
and school
achievement. In
particular,
candidates
identify and
discuss the
importance of
maintaining a
positive cultural
identity, crosscultural awareness
(e.g., values and
beliefs of primary
and school
cultures), the role
of culture in the
selection of
appropriate
classroom
materials and
resources
(including the
Internet)
(10 points)
Exceeds Standard: 38 – 40 points., A - A+; Meets Standard: 35 - 37 points., B+ - A-;
Approaches Standard: 32 – 34 points., B - B- ; Below Standard: 20 - 31 points. C+ - CTotal Score: _____
Name:
Comments:
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