Posted: July 17th, 2022

Tomoko Sanabe is a 23-year-old student from Japan

GF PRG 2021
LIN/LTL 380
CASE STUDY ASSIGNMENT
Profile:
Tomoko Sanabe is a 23-year-old student from Japan, who has been studying English in her own country for about 10 years in a
private school with a focus on grammar and reading. In her home city, she works in a hospital as an Helpant nurse and she would
like to be promoted to a higher position. In order to achieve her career goals, she is planning on completing a master’s degree in
nursing in Canada to then return to Japan and continue to work at the hospital. As a multilingual nurse she would receive a higher
salary and a stable position.
Language Learning Background:
Tomoko grew up in a bilingual home environment: her mother is Korean, and her father is Japanese. As a child, she spoke mostly
Japanese, but she used Korean occasionally and only with her mother. She completed all her schooling in Japanese. At the age of 13
she enrolled in a private school where she studied with native and non-native English teachers. The language focus was mostly on
grammar, vocabulary building and reading comprehension with particular emphasis on the differences between the two languages.
The school is famous for IELTS and TOEFL preparation as there is a great need for this certification in order to be accepted into toptier universities in Japan and abroad. As a result, students practiced on mock tests and spent most their time memorizing structures,
expressions and vocabulary.
Current Stage of Learning:
You are Tomoko’s English teacher as part of a pre-university English for Academic Purposes program. Tomoko is a conscientious
student who works hard at memorizing grammar rules and she alphabetically organizes vocabulary lists that she diligently writes in a
small book. She carries this book with her everywhere and at every chance she gets, she opens the book to review and reinforce her
memory. She is able to explain grammar rules well and repeats memorized phrases and expressions, but she has a hard time
creating original sentences. Also, she is shy and self-conscious about her English, but she tries to speak to Canadians whenever
possible. At the same time, she comes off as being rude because she does not seem to have enough competence to express
politeness, ask for Helpance, work in a group and listen actively. In class activities, she never asks questions, nor does she volunteer
to participate in class because she is afraid of making mistakes and being embarrassed in front of her peers. On weekends, she works
in the kitchen at a Japanese restaurant and she speaks mostly Japanese with her co-workers.
GF PRG 2021
The Problem:
Tomoko often mixes Japanese and English when she speaks, and she makes the same mistakes (particularly in grammar and
pronunciation) with consistency. As her teacher, you notice that when you ask her a question, she speaks softly to herself in
Japanese then says the answer in English. One day, about two months into the course, your supervisor comes to you and tells you
that Tomoko is very frustrated and unhappy with her marks, and that she studies very hard but cannot seem to increase her test
scores. You know that her marks have been average, but you did not feel it was a problem. Your supervisor tells you that Tomoko
wants to score at least 90% in every class so she can apply for a bursary. Also, a group of her classmates came to see you during
office hours and expressed their concerns about Tomoko refusing to work on an important group assignment for your course
because she would rather do it by herself. She privately told you that prefers to learn alone or with the teacher rather than working
with peers of the same level because she does not understand the value of doing so.
GF PRG 2021
Instructions:
1) Read the case study above.
2) Answer the questions below in a manner that shows your ability to connect the theory that we studied in class regarding SLA to
Tomoko’s situation. Be sure to answer the question in essay format and NOT in Q&A format (the questions serve only as a
conceptual guide).
Reflection Questions:
A. What inference can you make about Tomoko’s previous educational experience? What theories and concepts can be
identified relating to her current way of learning English? Justify your answers with references to the theories and concepts we
have studied in class.
B. As her teacher, how would you intervene to help Tomoko become a better language learner? What are the links you can
make between theory and your recommendations for action?
In your paper outline, you are asked to include the following:
1) Identification and elaboration of theories and concepts within sections of the case study (4 pages).
– Use the following subheadings:
o Profile
o Language Learning Background
o Current Stage of Learning
o The Problem
2) Recommendations of action for a successful language learning plan. Be sure to base this information on theory (3 pages).
4) Conclusion and final thoughts (1 page).
5) 6-8 academic resources (APA format).

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