DOA	3 moths	1 year	2 years	3 years
Vocabulary expansion	nil receptive words	100 receptive words	400 receptive words	800 receptive words	5000 receptive words
Morphemes	none	very minute	minimal use of past tense endings	limited ability of past/future tenses	better use of morpheme awareness
Syntax	none	reverse use of verbs	reverse us of verbs	more correct verb placement	better use of verb usage and placement
Phonology	none	basic sounds	basic    sounds	minimal proficiency of blends & consonants	better use of consonants, blends and diphthongs
Cultural pragmatic appropriateness	none	none	none	code switching developing in school setting	social setting provides better success in language awareness
BICS & CALP	none	greetings, basic instructions	greetings, basic instructions	simple conversation w/moderate code switching	CALP development identified in ability with simple questioning in the class room setting
Prescriptive aspects of English: grammar, punctuation	none	minute knowledge	minute knowledge	interacts with positive and negative responses	interacts with more proficiency but not as a native
Writing ability in class	none	none	none	write simple words	write simple sentences
Reading ability in class	none	none	none	reads simple words and numbers	reads simple sentences and phrases

Our student attended formal schooling in Mexico, his country of home origin. Jose attended grades two through five in Mexico and went to kindergarten and first grade in the United States. There is a great disparity in school techniques and structure in both countries. Mexican schools have shorter in class hours, students are arranged in groups and the emphasis is on learning by peer interactive kinesthetic movement. Unlike Mexican schools, U. S. schools monitor pedagogical structure and recreational activities in a conformed time block configuration. Parents in Mexico assume that their child’s teacher will make the best choices for their child’s education, and it is not the norm for parental intervention in school matters, unless they are asked to do so.

The Mexican school curriculum involves mathematics, social science, geography, art, and places a strong emphasis on Spanish, in the language/arts area. Mexican students are required to participate in patriotic exercises every Monday. These exercises consist of displaying the Mexican flag, singing the national anthem, and listening to lectures on citizenship. There is a lack of teachers in the country and there is usually only one teacher per grade, and teachers are often required to teach more than one grade at a time. All of these factors have lead to Jose’s linguist development. The major influence of the Mexican school system and his development of a Spanish linguistic pattern have influenced his ability to revert to English, easily.

What type of literacy education did he/she have?

Jose’s English literacy education began in kindergarten and continued through grade one, then was disrupted when he returned to Mexico. His English literacy came to a halt during his attendance from grade two through grade five, in the Spanish speaking only school system. He recently returned to the U. S. and was placed in the fifth grade, eighth month of the school year.

What is the priority given literacy/literacy development in the home?

Literacy development in maintained in Spanish in the home environment, primarily mandated by Jose’s father, an overt influence of his grandparents. His siblings and mother speak English and Spanish fluently, while his father, grandmother, grandfather, and uncle speak only Spanish. There are books and magazines in the home, most are in Spanish. Textbooks and homework assignments are in English and conversing in English is permitted during this period.

Linguistic development of the 1st language of the child prior to coming to the United States.

Spanish influenced Jose before he came to the U. S. for the first time at age three. His linguistic development in English began at age five and continued to age six, while in U. S. public school. His linguistic development in Spanish was resumed upon his return to Mexico at age 7.

English language competence of the child just prior or at the time of arrival in the United States.

Jose had no English language competence. He was only three years old upon arrival in the U. S. and his level of home language would be described as at the BICS level. The following chart is based on his first arrival to the United States.