Feature Articles

The Case Study: Bringing Real-World Experience Into the

Teacher Preparation Program

JOANN JURCHANTODD A. MORANOAsuza Pacific University

This article documents our efforts to design and implement a

transformational opportunity for teacher credential candidates

prior to their student teaching. Through the Case Study Project,

candidates participated in an intensive one-on-one teaching and

learning experience with a K–12 English language learner (ELL)

in classroom settings. In addition to the tutoring experience, the

project required candidates to gather and analyze student

language proficiency data for instructional design, report school

and district ELL policies and support services, and collect

information on state and federal regulations regarding ELL

instruction and programs. As a result, candidates reported that

they were better prepared to meet the educational and emotional

needs of ELLs. Some of the categories in which candidates

reported significant professional growth were developing a

greater understanding of self as teacher, developing a greater

awareness of the learner and the learning process, and realizing

the importance of maintaining the integrity of the content—not

reducing the level of complexity.

doi: 10.5054/tj.2010.214880

THE PROBLEMA common problem facing many teacher educators is that thecandidates who enter credential programs typically have little or noexperience in working with second language populations. Mostcandidates may have attended school with English languagelearners (ELLs), but sitting next to an ELL in class does not compareto designing and implementing instruction for those same students.

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Additionally, a common misconception shared by teachercandidates is that a smattering of one language, such as Spanish,will suffice to meet the totality of their instructional challenges withsecond language learners. Rarely do candidates consider the realitythat they will in all likelihood have students from a variety ofprimary language backgrounds in their classrooms. Furthermore,the needs of the ELLs they will teach extend beyond conversationalEnglish to acquiring advanced proficiency in academic language.This academic language includes not only literacy skilldevelopment but the development of content area vocabulary andconcept-based language for use in academic settings (Chamot, 2009;Chamot & O’Malley, 1994; Readence, Bean, & Baldwin, 2008).

When presented with the reality of ELLs’ multifacetedinstructional needs, many candidates initially communicate theirextreme anxiety at the prospect of multiple-language classrooms.They also express that they are somewhat fearful of walking intotheir first classroom on the first day of school without the competencerequired to communicate effectively with many of their students.Chamot and O’Malley (1994) reference this generalized anxiety as animpetus for their own research into strategic and explicitdevelopment of academic English in second language instruction.

In addition to the aforementioned realities facing many who arebeginning their teacher preparation, candidates in our programstypically come with little to no direct classroom experience, either asobserver or instructor. Therefore, a fieldwork experienceprerequisite to student teaching—a total of 60 hours of K–12classroom interaction over the course of a semester—isaccomplished concurrently with their introductory and firstmethods courses. The Case Study Project, the focus of this article,becomes an integral component of the fieldwork experience. Uponentering this phase of their preparation, many candidates expressinitial concerns and anxiety about entering the K–12 classroom evenin the limited role of observer or instructor.

A SOLUTIONOne way to reduce the candidates’ anxiety and fear of teachingELLs is to supply them with gradually increasing opportunities towork firsthand with these students. As a first step in this process,

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the Case Study Project, as defined later in this article, initiatescandidates into the world of second language acquisitioninstruction. The argument for the use of a case study as a valid andeffective research strategy is well founded in the literature (Simons,1980; Soy, 1997; Stake, 2006; Yin, 2009; Zucker, 2001). A large bodyof research points to the appropriate, acceptable, and expected useof case studies in such disciplines as science, medicine, business,and forensics, and case study use in teacher preparation programsis gaining recognition for its potential to promote the developmentof skills in data gathering, analysis, problem solving, and criticaland reflective thinking for the purpose of improving one’s ownteaching practice. ‘‘Case study research excels at bringing us to anunderstanding of a complex issue . . . and can extend experience oradd strength to what is already known through previous research’’(Soy, 1997, para. 1).

The case study experience allows teacher candidates to effectivelytransfer knowledge acquired from coursework theory into practicalK–12 application. Additionally, case studies provide prospectiveteachers with the opportunity to invest in the individual studentcircumstances that manifest themselves as instructional challenges,giving candidates firsthand experience in discovering how theorymeets application in a culturally diverse classroom setting. Being apart of this environment allows candidates to actively participate inthe creative, proactive problem-solving process, thus building anunderstanding that classrooms are made up of individuals withindividual needs that can be better met through intentional study,planning, application, and intervention. As stated by Soy (1997),

the advantages of the case study method are its applicability toreal life, contemporary human situations, and its publicaccessibility through written reports. Case study results relatedirectly to everyday experience and facilitate an understandingof complex real life situations. (‘‘Conclusion,’’ para. 1)

INTRODUCING A CASE STUDY MODELOur belief in the value of the case study approach led us to create aproject for credential candidates that not only accomplished thepreviously stated outcomes and fulfilled the California Multiple

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and Single Subject 2042 Preliminary Credential requirements, butalso provided them with an initial experience with the case studyprocess. The overarching essential question that candidates mustaddress throughout their credential program is this: How can thestructure of my classroom and instructional practice enable allstudents to access challenging content, demonstrate learning, andachieve excellence? Experience has taught us that this question isbest answered through an intentional and structured learningprocess that is, by its nature, helical as opposed to cyclical—allowing each level of new reflection and analysis to serve as thefoundation for continued growth (whereas a cyclical model keepsthe learner at the same level of understanding). When learningenvironments are structured in this way, they serve as a catalyst fordeveloping awareness through questions that guide one’sexploration toward understanding (reflection plus analysis), withthe goal of resolution: awareness, reflection, analysis plus action.Acquisition of knowledge and skills is progressive, with each levelof mastery becoming the foundation for continued development.

THE CASE STUDY PROJECTEmbedded in a credential methods course and assigned as onecomponent of the entire fieldwork requirement (pre–studentteaching), the Case Study Project placed candidates in a one-on-onetutoring relationship with an ELL in a K–12 classroom setting. The20–35 hours of tutoring sessions covered a variety of core subjectareas as directed by the K–12 host teacher. The candidates reviewedexisting assessment data for the student, explored additional formaland informal language proficiency indicators, administeredlanguage proficiency assessments, and analyzed the collected datato inform and guide their planning and instruction throughout thecase study. In collaboration with the host teacher and utilizing allgathered assessment data, the candidates used appropriateCalifornia English Language Development Standards to establishshort- and long-term achievement goals for their participatingstudent. This assessment drives instruction model of the Case StudyProject helped candidates develop their professional practice inlearning about students for the purpose of making appropriateinstructional decisions based on student language needs. This

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evidence-based instructional planning approach further supportedthe candidates’ ability to reflect on student learning and their ownteaching practices in order to guide future instructional planning.

At the conclusion of the project, candidates completed aculminating Case Study Report. The report, comprising four majorcomponents, took candidates through a process of collecting dataon current school and district philosophy, policy, and practices forELL instruction through research and interview. Candidates alsocollected information on state and federal regulations that impactthe design and implementation of instructional approaches andprograms appropriate for the ELL population.

THE CASE STUDY REPORT

Section 1

Section 1 of the report required that candidates gather schoolwidedata related to standardized testing, compare and contrast ELLperformance to native-English-speaking student testingperformance, and reflect on the perceived effectiveness of theschool’s ELL programs in light of these testing results. Thisquantitative portion of the report included a brief narrativedescription of a particular school’s demographics, noting anysubstantial changes as reported on the School Accountability ReportCard. In addition to analyzing the standardized testing data,candidates also gathered and reported on district policies regardingthe instruction of ELL populations and reported informationregarding school and district ELL support services.

Section 2

Section 2 of the report consisted of a description of the ELLparticipant upon which the study focused. The candidates wereasked to create as detailed a picture of their ELL as possible in orderto assess the practicality, appropriateness, and acceptability of theprofessional tutoring the candidates would plan and provide. Thisnarrative portion also included the following: a rationale for why aparticular student participant was chosen; analysis of individualdescriptive assessment data, California English LanguageDevelopment Test (CELDT) results, Student Oral Language

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Observation Matrix (SOLOM); and a description of and rationale forwhat objectives (content, language, or both) would serve as thefocus of the tutoring sessions. Additionally, the description of theELL participant included observations of the student in academicand social settings as well as observations of the classroomenvironment. Candidates were also expected to make note of andtrack scaffolding techniques modeled in the classroom, such as useof visuals, realia, collaborative grouping strategies, and so on.

Section 3

Section 3 of the report was designed to help candidates developboth a conceptual and practical understanding of how assessmentinforms instruction. Candidates gathered and analyzed studentartifacts that had been completed prior to the onset of tutoring.These artifacts then served as part of the initial assessment data(diagnostic assessment). In general, teacher candidates are oftenprovided only content area academic assessment data to informtheir developing practice. The lack of accompanying Englishlanguage proficiency data produces an incomplete picture of thestudents’ strengths, challenges, and needs. This typically leadscandidates to focus tutoring sessions on content development to theexclusion of developing the necessary foundational academicEnglish. For this Case Study Project, however, it was important tokeep in mind that the focus of the project was on the improvementof English language proficiency, not solely on the meeting of subjectmatter content objectives. With English as the language ofinstruction, it was imperative that candidates understood andembraced the dual responsibility of becoming effective teachers ofboth content and English language development.

Also included in Section 3 were student artifacts completedduring the 20–35 hours of individual tutoring. At the conclusion ofthe tutoring sessions, this evidence was used to determine the ELLs’level of attainment of the established short- and long-term goals.Additionally, candidates were required to keep a reflective/analytical journal (one entry per tutoring session) that described thesessions and highlighted the ELLs’ language acquisition progress.The collected student artifacts were referenced in the journalentries, providing concrete examples of this progress. Finally,

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Section 3 included a narrative summary of the ELLs’ overallprogress on targeted English language development standards aswell as recommendations for things such as near-future tutoringtopics, concepts, and standards.

Section 4

Section 4 of the Case Study Report was the culminating reflectivepiece in which candidates described the following:

N what they learned about themselves as teachers (In this section they wereasked to reflect on any attitudinal shifts related to personal bias andpreconceived notions they held regarding teaching ELL populations.)

N what they learned about the teaching and learning process

N what they learned about English language development that would informtheir future practice

The Appendix

The Appendix of the Case Study Report included all applicabledocumentation of descriptive assessment data (e.g., CELDT, IdeaProficiency Test, SOLOM, First Steps Writing Assessment, FirstSteps Reading Assessment). Additionally, it included the K–12 hostteachers’ documentation of the total number of tutoring sessionhours and evaluation of the candidates’ initiative, preparation, andprofessional demeanor as observed throughout the project. Finally,the Appendix included a brief description of activities for eachsession and transcribed interview notes from site personnel whoprovided pertinent information regarding on-site support systemsfor the ELL population.

INFLUENCES OF THE CASE STUDY PROJECTIt is in the reflection portion of the report (Section 4) that the courseprofessors and the candidates recognized the transformationalnature of the Case Study Project. It was after completing theprofessional and personal reflection that a new dedication toworking with ELL populations frequently emerged. A few thingscommonly reported by candidates were the desire to continueworking with the ELLs from this project outside the parameters ofthe required assignment, the recognized need to provide similarlevels of support to all ELLs in the classroom, and the intention to

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follow up with the ELLs from the project even after the conclusionof the fieldwork requirement. This newfound dedication, however,was often tempered by an awareness of the difficulty teachers havein providing ELLs with strategic, one-to-one attention in theclassroom setting. Nevertheless, candidates overwhelminglyrecognized the importance and value of their systematic, well-planned efforts regarding an ELL’s growth as a consequence ofimplementing a teaching cycle defined by awareness, reflection,analysis, and action.

The resulting Case Study Reports provided evidence that theteacher candidates were beginning the journey toward thedevelopment of professional dispositions specific to working withELL populations. As an institution accredited by the NationalCouncil for Accreditation of Teacher Education (NCATE), theSchool of Education underwent rigorous external review byprofessionals in order to ensure that its programs as well ascandidates are systematically measured and meet the highstandards set by the teaching profession at large. Candidatestatements often reflected the NCATE-defined dispositions offairness and the belief that all students can learn. The candidates’reflections also evidenced recognition of their professionalresponsibility and accountability for the creation of meaningful andengaging learning environments for diverse populations.

After 10 years of collecting and analyzing Case Study Reports,the most convincing piece of evidence regarding the success andvalue of the Case Study Project is the postproject reflections writtenby the candidates. Nine common themes consistently emerged fromthe candidate reflections. Table 1 presents those themes and somerepresentative statements from the candidates.

CONCLUSIONThe Case Study Project required teacher candidates (pre–studentteaching) to immerse themselves in a new, somewhatuncomfortable situation in order to develop their instructionalplanning knowledge and skills while addressing student needs forboth content acquisition and English fluency. The experience beganwith the interpretation and administration of diagnosticassessments and culminated in the development of strategic

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TABLE 1. Themes Emerging From the Case Study Project

Common Themes Representative Candidate Statements

Recognized need forpatience

I understand the importance of giving clear directionsand constantly checking for an appropriate level ofunderstanding before continuing with a lesson. I haveto be patient and not go ahead because I am ready.

After spending so much time in one area of instruction,I was ready to go on with something different. But Icouldn’t just abandon the content because I was tiredof it. We stuck with it until she [the student] had agood understanding to move on to something new.

I also learned patience and that it is a requirement inorder to successfully aid a student in their Englishlanguage proficiency.

I learned that I have to be patient with my ELLs[English language learners]; repetition is vital, andthe comprehension of material does not come easilyor quickly.

Developed greaterunderstanding of selfas teacher

I learned so much about myself and that I really enjoyworking one on one with students.

This was a very human experience as well as anacademic one.

I learned more about scaffolding and modeling becauseI made a personal connection with these ideas myself.It helped me to think of myself more as a teacher.

I need to be an active listener as a teacher. I need to beconstantly aware of what the student is working on.

I learned from this experience how unaware I was of theproblem. I always knew that there were students whowere struggling with the English language in theclassroom, but until I started tutoring, I did not knowjust how difficult this process was for these students.

As short as our time together was, it has helped me tobecome a more effective teacher.

Increased awareness ofcomplexity of English(as their nativelanguage)

I have gained a greater appreciation of the Englishlanguage. I was learning things about my ownlanguage while I was helping the student.

I learned that there are many reasons why an ELLwould struggle in grasping the language.

It was difficult at first to be sensitive to the notion thateven though English was easy for me, it was verychallenging for my student. I had to learn to thinkabout English (my native language) as complex.

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TABLE 1. Continued

Common Themes Representative Candidate Statements

Overall, I have realized that teaching a student how tobecome proficient in English involves a lot more thansimply teaching them how to communicate in thelanguage. I have a greater appreciation for my ownlanguage.

I kept expecting her to just get it because theinformation we were going over was so natural to me.

Recognizedcharacteristics of anddeveloped greaterawareness of thelearner and thelearning process

I had grandiose ideas that I would swoop down andrescue some poor student from the difficulties ofsecond language acquisition, when in reality Marcotaught me about the processes and strategies neededto learn a second language in actual practice.

I learned the teaching process is a flexible one. It mustmold and shape to fit each student, and it should beadaptable as the student adapts.

Many of my remediations were directly influenced bymy understanding of the learning process itself,which was developed throughout this project.

I thought at first that once I modeled how to say or dosomething, it would be easy for my student tounderstand. Learning takes time, consistent practice,and knowing when it is time to move on.

I also realized that just because they are struggling withthe language, it does not mean that they are special edor cannot perform to their grade-level standards.

Overall, I have realized that teaching a student how tobecome proficient in English involves a lot more thansimply teaching them how to communicate in thelanguage.

I learned that not knowing the language does not meanthey are not intelligent.

The single most significant thing I learned during myexperience was that an ELL’s lack of understandingof the language does not mean a lack of intelligence.

Recognized the needfor a variety ofinstructionalapproaches andstrategies

Having students do an English workbook every day isin no way going to help these students advance theirEnglish language skills. It takes strategies involvingcommunication, reading, writing, and other linguisticskills.

I need to be more intentional about using different typesof activities in the classroom.

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TABLE 1. Continued

Common Themes Representative Candidate Statements

I need to keep looking for ways to help my studentimprove, to be aware of what strategies will beeffective as he improves in his language skills.

I now know that I must make things I teach relevant tothe students’ lives.

I learned that I had to find many ways to get the conceptacross to my ELL.

Recognized that ateacher does not haveto know the student’sprimary language inorder to help him orher

What matters is that the ELL is provided with astructured environment that consists of a programspecific to the learner’s needs.

I realized I could work with him without knowing hislanguage.

I only know a little bit of Spanish, but I had aVietnamese student. I almost gave up but realizedthat I could teach him anyway.

I learned that I am responsible for controlling mylanguage use in order to make it understandable tomy ELL. I don’t have to be bilingual to teach an ELL.

Realized theimportance ofmaintaining theintegrity of thecontent in terms ofnot reducing the levelof complexity to apoint where it isconsidered to be‘‘watered down’’

The most important thing I’ve learned is that ELLs areoften fed curriculum that is watered down andmeaningless. This fact saddens me yet motivates meat the same time.

It helps if I relate to the student about a time when Ithought the work was too hard and wanted to give upbut struggled through to learn what was important. Ididn’t want the easy stuff.

I need to use SDAIE [specially designed academicinstruction in English] strategies without ‘‘dumbing’’down the actual content. The curriculum should stillbe at grade level, but contextualized for betterunderstanding.

Enhancedunderstanding of theimportance ofidentifying studentstrengths and needsto drive instruction

I see that a teacher must develop the ability to planinstruction that addresses the needs and strengths ofall students.

It never seemed like I was doing a case study; I wassimply being attentive to what she needed and thentrying to meet those needs to the best of my abilityusing what I knew about language development andthe learning process.

I will be more inclined now to focus on their strengthsand then address their weaknesses.

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teaching opportunities and reflections on the candidates’ ownteaching. Critical to the design of the project was the requirementthat candidates provide evidence of their ability to purposefullyconnect instruction to the needs of the individual student. Althoughthe project was designed primarily to help candidates develop andimprove pedagogy—and it did—the significant shift in theirattitudes and perceptions about ELLs became the driving force thatpushed many candidates beyond the bounds of the originalassignment. The Case Study Project and the resulting meaningfulteacher–student relationships became a pivotal point for manycandidates, shifting their perceptions of teacher preparation fromsimply an exercise of the mind to a vocation of the heart.

It is the voices of the candidates that compel us to recommendthe inclusion of an ELL Case Study Project in teacher preparationprograms. The candidates’ reflections not only gave us evidence ofthe attainment of our expectations but, more important,demonstrated a transformational shift in the candidates’perspectives as they learned about the theory, understood theapplication, and discovered who they were becoming as teachers.

TABLE 1. Continued

Common Themes Representative Candidate Statements

I see that a teacher must develop the ability to planinstruction that addresses the needs and strengths ofall students.

Determined thatvarying skill levelsand abilities withineach student requiresmodifications inpacing, instruction,and review

Just because an ELL starts progressing in one areadoesn’t mean the teacher should leave the student tofend for himself in every area.

I will never assume that an ELL who can listen andspeak proficiently can also read and writeproficiently.

Even the most daunting student can succeed if given theright kind of scaffolding.

The struggle for the educator is to find the balancebetween all areas of proficiency that require masteryin the time allotted—which is usually brief. Thestudent needs a much more holistic learningexperience where each area of acquisition can beaugmented by the others.

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THE AUTHORSJoAnn Jurchan is an associate professor of education in the TeacherEducation Department in the School of Education at Azusa PacificUniversity. ln her 24 years of work in private and public K–12 schools,she served as an elementary, middle, and high school teacher;administrator; creator and director of a smaller learning communityfor at-risk students on a high school campus; district and regionalliteracy instructor; and creator and instructor of a degree completionprogram for high school students. Her research interests inclucdeissues of equity and access to quality education for English languagelearners, universal access for students with special needs, teacherdispositions, secondary content area literacy, and effective integrationof critical thinking curriculum in K–12 classrooms.

Todd A. Morano is an associate professor in the School of Education atAzusa Pacific University. He obtained his doctorate in TESOL fromAlliant International University. He has worked at the university levelfor l2 years, prior to which he was an elementary and middle schoolteacher and administrator in the San Diego Unified School District for18 years.

REFERENCESChamot, A. U. (2009). The CALLA handbook: Implementing the

cognitive academic language learning approach (2nd ed.). New York,NY: Addison-Wesley.

Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook:Implementing the cognitive academic language learning approach.New York, NY: Addison-Wesley.

Readence, J. E., Bean, T. W., & Baldwin, R. S. (2008). Content arealiteracy: An integrated approach (9th ed.). Dubuque, IA: Kendall/Hunt.

Simons, H. (1980). Towards a science of the singular: Essays about casestudy in educational research and evaluation. Norwich, England:University of East Anglia, Centre for Applied Research inEducation.

Soy, S. K. (1997). The case study as a research method: Uses and users ofinformation. Retrieved from http://www.gslis.utexas.edu/,ssoy/usesusers/l391d1b.htm

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Stake, R. E. (2006). Multiple case study analysis. New York, NY:Guilford Press.

Yin, R. K. (2009). Case study research: Design and methods (4th ed.).Thousand Oaks, CA: Sage.

Zucker, D. M. (2001). Using case study methodology in nursingresearch. Qualitative Report, 6(2). Retrieved from http://www.nova.edu/ssss/QR/

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