Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Standard 8 – Assessment of Student Learning

The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner.

Artifact I for Standard Eight: Assessment of Student Learning

Name of Artifact: Case Study for FL664

Date: Summer 2010

Course: FL664 - Second Language Acquisition Theory and Practice

Rationale

Teachers are constantly assessing their students’ learning; both formally with paper-

pencil instruments, and informally during unstructured classroom observations. In support of

standard 8, Assessment of Student Learning, I offer this artifact “Case Study for FL664,” that I

created as part of the requirements for FL664 - Second Language Acquisition Theory and

Practice. This case study required me to conduct a detailed observation of an English language

learner and assess their usage of English, in both formal and informal situations. I chose to study

a 27-year old bilingual speaker of Urdu/English named ‘Z’. In addition, to highlight the

inseparableness of language and culture, I also chose to examine her bi-cultural Urdu/English

(Pakistani/American) identity. The assessment tools that I used in this case study were: 1) a

formal analysis of Z’s language usage, 2) two instruments for language/personality evaluation –

the Strategy Inventory for Language Learning (SILL) and the Keirsey Temperament Sorter, and

3) an in-depth personal interview where we discussed her feelings about her language use and

her bicultural identity. I am including this artifact in this standard because it required me to use

both formal and informal assessment strategies to evaluate Z’s language usage and personality.

The assessment skills I learned to utilize in this case study are invaluable to my future career as

an ESL teacher.
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Artifact I – Case Study for FL664

Running head: BILINGUAL URDU AND ENGLISH

Language, Identity & Culture: Case Study with

a Bilingual Speaker of Urdu and English

“English” in Urdu script.

Joely C. Rogers
FL664 - Second Language Acquisition Theory and Practice
Dr. Laurel Abreu
June 28, 2010
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Abstract

This is a case study of ZBS (Z), a female, 27 year old bilingual speaker of Urdu and English. The

study focuses Z’s use of English as a 2nd language and her bi-cultural Urdu/English

(Pakistani/American) identity. Three case study activities were conducted as part of this project:

1) Analysis of Language Errors, 2) Communication Strategies and Keirsey Temperament Sorter

and 3) Acculturation and the Creation of a New Identity. In addition, the author briefly studied

the Urdu language and engaged in several multicultural activities related to the Pakistani culture,

i.e. shopping and eating.

 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Language, Identity & Culture: Case Study with a Bilingual Speaker of Urdu and English

This is a case study of ZBS, hereafter known as ‘Z’, a 27 year old bilingual speaker of

Urdu and English. Z is one of my employees. I have access to her every work day (Monday –

Friday) and have observed her in a wide variety of communicative situations. I was given written

permission by Z to use her full name and personal information in this case study. She did,

however, request that I remove her name before publishing case study in my web-based MATL

portfolio (which I have by substituting the initial ‘Z’). This case study examines Z’s use of

English as a 2nd language and explores her self-professed, bi-cultural Urdu/English

(Pakistani/American) identity. All of the background information came from a personal

interview with Z conducted on June 25th. I have provided a summary of that interview in

Appendix C – Summary of Personal Interview.

Background Information on Z

Z was born in the city of Kasur located in the Punjab province in southern Pakistan.

When Z was a young child the family moved to the city of Lahore, which is also located in the

Punjab province in southern Pakistan. The language situation in Lahore and Pakistan in general,

is complex. Urdu is the national language and English is the official language; in addition there

are five major languages including Punjabi, Pashto, Sindhi, Siraiki and Balochi, and over fifty-

nine minor languages (Rahman, 2003). Z’s parents spoke Urdu to their children and Punjabi

amongst themselves in the home, and they were also both speakers of English. She has some

knowledge of the Punjabi language, but does not consider herself a fluent speaker of it.

Something interesting about the Urdu language is that it is the mother tongue of only about 7.5%

of the Pakistani population, and is considered a prestige or elite language (Rahman, 2003).
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Z’s primary education took place in Lahore and the language of instruction was a

combination of Urdu and English. She said that English instruction begins immediately upon

starting school and that she recalls learning the English alphabet. The pronunciation and spelling

of English taught in Pakistan is in the British style, for example: neighbours and colour. Z’s

mother was killed in a tragic car accident when she was 8 years old. After her mother died, she

was sent to stay with relatives in upstate New York for 6 months to “get away from the situation”

(ZBS, personal communication, June 25, 2010). This was her first time in the US and she

attended both summer school and one semester of public school in New York. At the end of the

six months she returned to Pakistan for a couple of more years, and then moved to England

(London) for a year. While in London she lived with family and attended school. She mentioned

was that she communicated in English only with her Pakistani peers in London. When asked why

she said “they don’t feel like Pakistan is their culture, so they prefer to speak in English” (Z.

Shaikh, personal communication, June 25, 2010).

Z moved permanently to the US (Texas) around the age of 16. She graduated from high

school (skipping a year) and took a placement test to go straight to college. After completing an

associate’s degree in Art she entered the workplace, met her husband (Saad) and got married. Z

is currently employed at Frame Destination Inc. as a Customer Service Representative. She is a

sophomore at the University of Texas at Dallas as an Arts and Technology major. Her future

plans include working in the Arts and Technology field and possibly attending graduate school.

She speaks English at work, with her American friends, and with her husband, and Urdu with

family members. Z considers herself Pakistani and American, but acknowledges she feels more

“American” than Pakistani. She says that she feels culture is a blend and she is presently trying

to create her own identity (ZBS, personal communication, June 25, 2010).
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Urdu Language

Urdu has over 50 million speakers (UCLA, n.d.). The language itself is not well-known

in Dallas outside the Pakistani community. As such, before we move on to the case study

activities I would like to provide some general information about it. Urdu is the national

language of Pakistan. It is from the branch of languages known as Indo-Iranian and is closely

related to Hindi, in fact, the two language are sometimes thought of as interchangeable, however

they have completely different orthographies. Hindi is written in Nagari script, while Urdu is

written in Nastaliq script (University of North Carolina, n.d.). Urdu is written from right to left

and uses 35 graphemes to write the consonants, and a number of consonant diacritics to represent

vowels (UCLA, n.d.). Urdu language guides are available in Roman script, something for which

we English-speaking researchers are thankful. Roman script is also used for communication

between bilingual Urdu/English speakers on Facebook, as witnessed by viewing Z’s Facebook

page. Urdu is a SOV (Subject Object Verb) language, which according to Z makes translation

between Urdu and English difficult and sometimes humorous (Z. Shaikh, personal

communication, June 25, 2010).

As part of this project, I studied the vocabulary and grammar of Urdu in the Roman script

and listened to several simple dialogue exchanges from a “Teach Yourself Urdu” CD. My goal

for doing this was three-fold: 1) to examine the syntax in preparation for analyzing Z’s written

English, 2) become familiar with the sound system of Urdu in preparation for analyzing Z’s

spoken English and 3) to give speaking and writing Urdu a try. One of the unique features I

wanted to mention about Urdu is its use of a word known as hai at the end of most sentences. Z

(personal communication, June 25, 2010) explained that hai is an affirmation that something is,

and it comes in different forms like hain. The closest equivalent I can think of in English is
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

“right”, used at the end of sentences to indicate agreement. For example, Speaker 1 “Those shoes

are really hot.” Speaker 2 “I know, right?” While I don’t think my Urdu will ever be achi (good),

it was fascinating to learn about a non-western language.

Case Study Activities

The case study activities I chose for this project were: 1) Analysis of Language Errors, 2)

Communication Strategies and Keirsey Temperament Sorter and 3) Acculturation and the

Creation of a New Identity.

Case Study Activity 1 –Analysis of Language Errors:

Z is advanced speaker of English. Her speech contains very few language errors;

however, there are two for which I felt analysis and discussion was warranted. 1) Pronunciation

difficulties with ‘W’ and ‘V’ words and 2) occasional dropping of articles (a, an, the).

‘W’ and ‘V’ Words

The most prominent language error betrayed by Z’s natural speech is the pronunciation of

English words that start with a ‘W’ or ‘V’. Words that start with a ‘V’, for example (vacuum)

vak’yoom are pronounced wak’yoom. Words that start with a ‘W’, for example (while) hwil are

pronounced vil. Z is aware of this error and says that she can control it if she is conscious of what

she is saying. She says that in normal every day speech, however, it does slip out and she is

uncomfortable with it because she feels it labels her as a foreigner (ZBS, personal

communication, June 25, 2010). This error does not hinder comprehension, in fact, I find it quite

charming; however it is noticeable and has me curious if this is the result of cross-linguistic

influence from her L1 with regards to the pronunciation of ‘W’s’ and ‘V’s’. Cross-linguistic

influence is any language interference from the L1 to the L2 (Gass & Selinker, 2008). Since

Urdu is Z’s 1st language, any cross-linguistic influence regarding the pronunciation of ‘W’s’ and
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

‘V’s’ should (in theory) be apparent if we examine the Urdu phonology. According to Matthews

& Dalvi (2007), there is no consonant equivalent to ‘W’ in the Urdu language and the ‘V’ is

pronounced somewhere between the English pronunciation of ‘V’ and ‘W’. It could be that what

I am hearing as a mispronounced ‘V’ or ‘W’ is actually cross-linguistic influence from Urdu

where there is no real equivalent sound to either English consonant.

Instructional Recommendations: If Z really desires to change this aspect of her speech she can go

to an accent reduction trainer. During accent reduction training students learn to correctly

pronounce the sounds (consonants and vowels) and features (stress, intonation, linking, pausing)

of standard American English (Accent Reduction Center, n.d.). She could also make it a habit to

focus on the correct form when she is pronouncing words with a ‘W’ or a ‘V’.

Dropping of Articles

A secondary language error betrayed by Z’s writing and speech is the occasional

dropping of English articles (a, an, the). The dropped ‘a’ and ‘an’ seem to most prominent during

speech, while the dropped ‘the’ is prominent during writing. I have access to Z’s written

communications (I am her employer) at work and have listed several examples of the dropped

‘the’ below.

The missing article is provided in parenthesis.

Example 1: We don't sell 961 anymore. The replacement for 961 is 871 which is (the) same as 961.

Example 2: Once you approve it I can take (the) CC # from you and send it back to production.

Example 3: Here is the sales receipt for (the) sample Gallery Pouch.

Notice that they are not completely dropped, but left out later in the sentences, indicating that she

is aware of the correct usage. Z’s job is fast-paced, she is constantly on the telephone with

customers, sending emails, downloading orders and interacting with our warehouse. It is my
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

belief that these errors are a result of trying to save time by answering the customers’ emails as

quickly as possible.

Instructional Recommendations: She can slow down and focus on writing the email using correct

grammar and spelling. This is a management issue as much as a language one and we have

recently hired an additional customer service person to help balance out her workload. These

examples are from earlier this year. She has recently completed a university course in business

communications and I have noticed improvement in her written communications since

completion.

Case Study Activity 2 – Communication Strategies and Keirsey Temperament Sorter:

The strategy inventory for language learning (SILL) is an instrument for collecting data

on how students of a foreign or 2nd language go about learning that language. Z took the SILL as

part of the case study activities and her results can be found in Appendix C. Z’s individual

scores all ranged in the ‘high’ category indicating an above average use of strategies in her

English language learning. Her highest scores were in Part D - Organizing and Evaluating Your

Learning, Part B - Using Your Mental Processes and Part F - Learning with Others. She has

expressed an interest in learning French as her next language. I told her that the SILL would be

useful for understanding how she learned (and is continuing to learn) English and that she could

apply those same strategies later on when she takes French.

Z took the Keirsey Temperament Sorter as part of the case study activities. Her result was

ENFP [Extroverted, Intuitive, Feeling, Perception]. The ENFP has an Idealist temperament and

is known as the Champion (Keirsey.com, n.d.). ENFP’s are said to be individualistic, keen

observers, positive, and good with people (Keirsey.com, n.d.). I feel like her outstanding results

as a 2nd language learner of English has some of its basis in her personality type, especially the
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

traits of extroversion and perception. As an extroverted person she is comfortable in the outer

world of people making it more likely that she will engage others in conversation. As a

perceptive person her flexibility and adaptability make it more likely that she will be comfortable

adapting to new situations, perhaps those that require a test of her command of English.

Case Study Activity 3 - Acculturation and the Creation of a New Identity:

Acculturation is the “process of adjusting and adapting to a new culture, usually when

one is living in the new culture, and often with the resultant creation of a new cultural identity”

(Brown, 2007, p. 376). When we create an identity we define who we are, what we value and the

directions that we choose to take in our life (Berk, 2007). During the past 17 years, I have

worked and socialized with immigrants from many countries including Mexico, El Salvador,

Guatemala, the Philippines, Vietnam, France, Peru, Sierra Leone, Brazil, Venezuela, China, Iran

and Pakistan. All of these people spoke English as 2nd language and all faced issues of

acculturation and new identity creation. Some were successful at acculturation and others were

not. Some returned to their home country. Others stayed in the US but clung to their old identity

and refused to acculturate at all. Z is probably the most fully bicultural and acculturated of all the

immigrants that I have met. She exists in a space between two cultures; while touching both at

the same time and is actively working to combine both cultures into her own unique identity. I

think this is what it means to be global citizen. You become a fluid, non-linear entity; moving

freely between cultures while remaining non-judgmental and absorbing the best parts of each one

you encounter.

Conclusion

This was the first time I’ve done a personal interview or a project like this. It was difficult

to determine what information to include as there was so much fascinating data. Since Z is an
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

advanced speaker of English there was very little error analysis to conduct. The most interesting

and enlightening part of the case study to me was the personal interview, where I learned about

her bicultural Pakistani/American identity and the issues that occur when one is a product of two

different cultures. I think that as language teachers (especially ESL teachers) we often focus so

much on language, correct vocabulary, grammar, etc. that we forget there is a person behind the

interlanguage. A human being, who is enmeshed in a complicated acculturation process and who

is seeking to create a place for themselves in the world.

 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

References

Accent Reduction Center. (n.d.). Frequently asked questions. Retrieved June 28, 2010, from

http://www.accentreductioncenter.com/info/faq.php#top

Berk, L.E. (2007). Development through the lifespan. (4th ed.). Boston: Pearson, Allyn and

Bacon.

Brown, H.D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson

Education.

Gass, S.M. & Selinker, L. (2008). Second language acquisition. (3rd ed.). New York: Routledge.

Keirsey.com. (n.d.). About 4 temperaments. Retrieved June 28, 2010, from

http://www.keirsey.com/handler.aspx?s=keirsey&f=fourtemps&tab=3&c=champion

Matthews, D. & Dalvi, M.K. (2007). Teach yourself Urdu. Blacklick: OH: McGraw-Hill.

Rahman, T. (2003). Language policy, multilingualism and language vitality in Pakistan.

Retrieved June 27, 2010, from

http://www.sil.org/asia/ldc/parallel_papers/tariq_rahman.pdf

UCLA. (n.d.). Urdu. Retrieved June 27, 2010,

http://www.lmp.ucla.edu/Profile.aspx?LangID=101&menu=004

University of North Carolina. (n.d.). Hindi-Urdu. Retrieved June 27, 2010, from

http://www.unc.edu/depts/asia/program_hindi-urdu.html
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Appendix A

Observation Log and Journal – Combined

June 22, 2010, 1 – 1:30PM: Discussion about the Strategy Inventory for Language Learning
(SILL); how to take it and what it means. The results of Z’s SILL test are in Appendix C. She
professed an interest in studying French. I told her the SILL results might be helpful for
understanding how she learned English and how she might go about learning French later.

June 23, 2010, 3 – 4PM: Discussion about Keirsey Temperament Sorter, what the results might
mean in terms of 2nd language learning. The results of Z’s Keirsey Temperament Sorter (ENFP)
are in Appendix D. I was not surprised that she scored as extroverted. I wonder how much being
extroverted may have contributed to her success with spoken English.

June 25, 2010, 5 – 6PM: Conducted a 58 minute personal interview with Z at a local Starbucks.
A summary of the interview is provided in Appendix C. This interview was a vital part of the
case study because eve though I see Z almost every day at work, this was the 1st opportunity I
had to talk exclusively about Urdu and the Pakistani culture without interruptions.

June 25, 2010, 6 – 7PM: Went shopping at a traditional Indian/Pakistani clothing store with Z.
Such beautiful clothes! We didn’t buy anything this time, but promised each other we’d come
back later and make some purchases. The shop owner was Indian (Z’s observation) and we spoke
with her in English. Z mentioned that the price shown was never the actual price and that you
were expected to bargain in both the Indian and Pakistani cultures.

June 25, 2010, 7 – 8:20PM: Dinner at Zyka, which translates to “the taste”, an Indian/Pakistani
restaurant in Dallas. Z ordered for us in English; however she coached me on how to give a
proper Urdu thank you after we received a free appetizer from the owner, Samosa ka sukria
(Thank you for the samosas.). Z told me that the owner was Indian (based on his accent), but he
would still be able to understand the spoken Urdu (he did).

June 26, 2010: Facebook exchange of gratitude with Z for her taking part in the study and
clarification emails on a couple of points in the interview. These exchanges took approximately
an hour total.

June 27, 2010: Study of written email exchanges between Z and various customers, about 2
hours of reading and analysis total.

Total Observation Time for the Case Study: Approximately 8 hours documented, including
written exchanges and informal discussions about the study in the workplace. Please note: I have
spent countless undocumented hours observing Z at work as her employer. I feel like the case
study is just the ‘icing on the cake’ compared with the observations I have already made.
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Appendix B

Summary of Personal Interview

I conducted a personal interview with Z as part of the case study. Her responses are summarized
below. The actual interview ran 58 minutes. I had to summarize because it would probably have
been over 10 pages long if I had transcribed it verbatim. I tried to keep most of the answers in the
same format as Z spoke them.

Birth and/or Nickname: Zunaira Butt Shaikh; Nickname - Z

Birth Year: 1982 / Country and City of Birth: Kasur, Pakistan

Ethnic Identity: Kashmiri and Punjabi – I was born in Punjab, but my caste is Kashmiri.

Native Language: Urdu / 2nd Language: English, studied Arabic for reading the Koran.

Do you speak a particular dialect of Urdu? No, my Urdu is pretty standard, but other family from

different parts of Pakistan speak different dialect.

How long have you lived in the Texas? All together 12 - 13 years

Have you lived anywhere else in the US besides Texas? Upstate New York for 6 months as a
child, can’t recall the city.

Have you lived anywhere else besides the US and Pakistan? London, UK for 1 year

What kind of interaction with other Urdu speakers did you have in other parts of the US or
London? Only with the family I used to have conversation in Urdu. Most of my conversations
with my peers (Pakistani, American & British) were in English. Pakistani kids think that
Pakistani was given to them, but they feel like they are American (or British).

What is your current educational level? Sophomore at University of Texas Dallas

Where do you currently work? Do you use mostly English on the job? I work as customer
service representative at a manufacturing company. I only speak English at work.

What are your future educational or career plans? I’m an art & technology major at UTD. I think
I might like to get a masters but don’t know.

What level of education did your parents have? My mother (deceased) had a college degree. She
was a schoolteacher. My dad was an attorney.
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Appendix B

Summary of Personal Interview – continued

Parents/Sibling’s language use while growing up and currently: Parents spoke Urdu and Punjabi
(together). Punjabi is more strong than Urdu. Punjabis are considered more strong and wild.
(Discussion about Punjabi being perceived similarly to a NYC – Brooklyn accent.) (Dad speaks
English and Persian as well.)

School Instruction in Urdu and English: We study both languages in school from the beginning.
Words are pronounced with British pronunciation and spelled like the British, for example –
colour or neighbours. (Note – Z does have some British characteristics to her speech.) English is
an international language and it is important.

Spouse/In-laws language use: Saad (Z’s husband) does not speak Urdu. He didn’t want to learn.
Saad is proud to be American and feels American (not Pakistani). His parents speak Urdu but
didn’t pressure him to learn. It’s tough for parents who immigrate and leave their culture,
because it’s their culture (but not the children’s culture). I speak English to my in-laws if they
speak to me in English and Urdu if they speak to me in Urdu.

Do you feel pressure to speak in one language or the other with relatives? Not pressure, but it
depends on the person which language.

Do you plan to teach your children Urdu? If yes, what difficulties do you foresee with this? Yes,
I would love for them to know other language. I will teach them as much as I can. I would like
them to know both cultures. But I’m not going to force them.

Do you feel like you are ‘losing’ some of your Urdu? If so, do you have a strategy for re-learning

it? Yes, especially the writing. I’m kinda forgetting how to write (Urdu). (No answer on strategy.)

Does your identity (personality) differ in Urdu and English? Yes, it’s like I have two different
personalities (Pakistani & American).

Which identity do you like best? Both, but I feel like I have more of a American identity.
Right now I’m trying to create my own identity. Culture is a blend.
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Appendix B

Summary of Personal Interview – continued

How often do you code-switch? Why? Most of the time when talking with family. Switch all the
time (English/Urdu) when talking with sisters close to my age, more Urdu with older sisters, am
careful to speak Urdu only to my Dad and brother.

Are there some things that you are more comfortable talking about in English? In Urdu? If so,
what are they and why? I’m more comfortable talking in English about the things I learned here.
Things I learned in puberty and school (in America) I can’t talk about in Urdu, I don’t have the
words. In Urdu I feel comfortable talking to family – family things.

What differences do you perceive between Urdu and English? Verb comes after subject. (SOV)
You can’t translate word for word from Urdu to English. It sounds so funny!

Do you think one is (harder) than the other? If so, why? Umm...see like I learned both early.
Writing Urdu is hard and think Urdu grammar is harder. It was easier for me to learn English
grammar than Urdu grammar. Urdu has masculine and feminine. It depends on context and the
size of the object. A cup can be masculine or feminine, but a bigger cup is masculine and a
smaller cup is feminine.

What words or sounds in English (if any) do you find difficult? V (as in vacuum). If I’m
conscious I will say it the correct (English) way, but if I’m not concentrating I say it the Urdu
way. (Note – it seems to be V’s and W’s, will investigate further in the error analysis.)

Lastly, how do you feel about your overall competency in spoken English and Urdu? Written
English and Urdu? I feel pretty about both of them. I feel I can improve in both of them. There’s
always room for improvement. I know that I make grammatical mistakes in English and Urdu,
both more in English because Urdu is my 1st language. I like that I can associate with lots of
people in English and Urdu.

Is there anything else you would like to say? I dream in English and Urdu. One certain part of
my personality is so comfortable in English. One part of my personality is so comfortable in
Urdu. English is becoming like my 2nd mother tongue.
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Appendix C
Results of the Strategy Inventory for Language Learning (SILL)

The strategy inventory for language learning (SILL) is an instrument for collecting data on how

students of a foreign or 2nd language go about learning that language. Z took the SILL as part of

the case study activities. Her individual scores all ranged in the ‘high’ category indicating an

above average use of strategies in her English language learning.

Part What Strategies Are Covered Average on This Part

A Remembering More Effectively 3.6

B Using Your Mental Processes 3.8

C Compensating for Missing Knowledge 3.75

D Organizing and Evaluating Your Learning 4.0

E Managing Your Emotions 3.5

F Learning with Others 3.8

OVERALL AVERAGE 3.8

4
3.9
Part A
3.8
3.7 Part B
3.6 Part C
3.5 Part D
3.4
Part E
3.3
Part F
3.2
A B C D E F
 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Appendix D

Keirsey Temperament Sorter: Z’s Test Results

Z took the Keirsey Temperament Sorter as part of the case study activities. Her result was ENFP

[Extroverted, Intuitive, Feeling, Perception]. The ENFP has an Idealist temperament and is

known as the Champion (Keirsey.com, n.d.). ENFP’s are said to be individualistic, keen

observers, positive, and good with people (Keirsey.com, n.d.).

Extroverted – tendency to prefer spending time in the outer world of people and things.

Intuitive – tendency to focus on impressions and patterns in the information received.

Feeling – tendency to focus on personal concerns and the feelings of others.

Perception – tendency to prefer a flexible and adaptable lifestyle.

Descriptions adapted from http://www.myersbriggs.org.

 Standard 8 – Assessment of Student Learning Artifact 1 Joely Rogers

Appendix E

Cultural Experience: Dinner at an Indian/Pakistani Restaurant

Z suggested we conclude the case study with a celebratory dinner at an Indian/Pakistani

restaurant. Since India and Pakistan were once the same country they share a similar cuisine.
Photographs and descriptions of the dishes we had are below.

..\..\..\..\My Pictures\Corel Auto-Preserve\Zyka Restaurant 1.jpg

Hyderabadi Chicken Biryani (left) – Basmati rice cooked over chicken marinated in yogurt and
spices, flavored with Spanish saffron.

Chicken Zyka (right) – chicken marinated in ginger, garlic, mild spices; then batter-fried and
tempered with green chilies, cilantro and curry leaves.

..\..\..\..\My Pictures\Corel Auto-Preserve\Zyka Restaurant 2.jpg

Vegetable Samosa – mixed vegetables mixed with spicy seasonings and wrapped in a light
pastry. Served with Basmati rice cooked over chicken marinated in yogurt and spices, flavored
with Spanish saffron.
Mango Lassi – yoghurt drink made with fresh mango. Served as an accompaniment to spicy
dishes.