Case Study: Ibrahim

Issues
Ibrahim has moved from Kuwait and he only communicates in Arabic at home, which makes
him an English language learner. He is behind his peers due to not attending school when
he was living in Kuwait. This has caused a large learning gap. He does not complete work
without direct teacher support and appears to show attention deficit/impulse issues which
could be due to lack of interest. The communication between his home and school is
non-existent and concerns are difficult to relay to parents because they do not pick up the
phone.

Strengths
Ibrahim is keen to learn, sometimes completes classwork, loves movement (especially
drama, dance and Phys Ed), likes visual arts, is proficient in some areas of math that do not
rely strongly on language, is polite and quiet, is familiar with technology and is learning to
manage his own behaviour.

Concerns
Ibrahim struggles to communicate in the English language. He has not had formal education
in recent years. He is easily distracted by items around him and technology. He has troubles
connecting with other students and often wanders away from group work. He does not ask
for help and rarely completes homework. His parents appear to have no interest in his
schooling.

Strategies for Support

The biggest support for Ibrahim would be a staff member trained to work specifically with
ELLs. He would also benefit from additional support staff in the classroom so there would be
more opportunity for 1:1 instruction. To help with the reading concerns, a class novel study
could focus around a novel that is found as a dual language novel where the Arabic
language is on one page and the English directly beside. This way, he could follow along in
both languages and be able to work on following some classroom conversations about the
novel. Additionally, he should be provided with lower English language materials (perhaps
grade 1).
Easily reachable distractions should be removed (example: clearing off desks) and
technology can be used to an advantage (example: language learning apps and games).
Organize the class in a mixed ability group; place Ibrahim in a group with both students
similar to him and students with different abilities so they can work together, balance each
other’s abilities, draw out Ibrahim’s strengths, possibly Ibrahim will make a friend who will
make him want to communicate more and be more engaged. Alternatively, you could partner
Ibrahim with a particular learning buddy. Someone who has a different skill set than Ibrahim
so they can balance each other out as a pair. As a modification/accommodation, visual aids
and graphic organizers are to be used with Ibrahim as it draws on one of his interests.
The teacher should regularly reflect on their own teaching (What could I do differently? What
went well? What didn’t?) to ensure that Ibrahim’s needs are consistently being met.
Ibrahim may benefit from a scribe and the modelling of word stretching.
Case Study: Ibrahim

Engaging the student

Ibrahim is fond of dance a drama and does not seem to be able to stay still in his seat. He
would benefit from cross-curricular activities and activities that involve movement. This could
range from performing a dramatic scene from a book to stations that the students rotate
through every 5 to 10 minutes. The movement and the short times of focus could help him to
stay on track.
It would also be beneficial for him to be able to choose a book that interests him since
students are more engaged when they learn about something they already have an interest
in.
Ibrahim is also likely feeling very out of place in a new country. One way this could be
addressed is to have a cultural evening at the school where parents are invited as well. Each
student(or pair) chooses a different country to focus on and create a presentation and/or
display highlighting aspects of that country (food, arts, language, religion, celebrations,
fashion, etc.). Ibrahim may be more engaged because it is relevant to him and because he
feels more confident in the subject matter. It is also a way to hopefully involve his parents in
the school community.
The school and Ibrahim may also benefit from a diversity club for students to join. Maybe
one of the teachers supporting this club could be the Arabic speaking teacher that called
home.
Engaging Ibrahim may be as simple as building a relationship with him. Ask him about his
interests out of school. If he is struggling with the conversation, try to use language tools to
help you communicate in Arabic. If the teacher is modelling the use of the language tools he
is using, he may feel more inclined to use them as well.

Managing concerning areas

Having ELL support and resources at a more appropriate reading level is crucial. All other
areas of concern will be easier to manage once communication is easier. Supports should
be continued to be offered to Ibrahim’s family. Regular meetings for Ibrahim with a counselor
could help in understanding the situation at home and how to best support him there. It is
also important to have some one to one support in class until he has built stronger
communication skills.

Trillium Resources
Unfortunately dual language novels are not a part of the Trillium list so here are some of the
lower level reading options for appropriate reading level. It should be noted that the content
of some of these resources may not interest Ibrahim as they are for a younger learner, but
they are a good starting point.

Alphakids Grade 1 © 2001​ - This package has a large selection of 170 books so that Ibrahim
could find choices that interest him.

Cornerstones Grade 1 © 2000​ - Cornerstone has readings that focus on specific skills and
phonics for each read with guidance before the reading.
Case Study: Ibrahim

Literacy Place for the Early Years - Grade 1 © 2006​ - Audio options are involved which can
help Ibrahim since additional language learners tend to learn conversational language
sooner because it is necessary.