Learner Portraits - Inez - Learning Outside Class

Inez - Learning Outside Class

Outside the Classroom

In years two and three of the study, we asked learners in what contexts they used English outside the classroom. For Inez, we see that she needed to use English every week for consumer-oriented issues such as at the bank and shopping. Use of mass media (radio and TV) also accounts for a good deal of Inez's English language exposure as well (approximately 2 hours a day together). Inez's family, particularly her children, also afford her an opportunity for English language use. She reported in each of these two years speaking to her children's teachers over an hour a week. Finally, issues of employment provided contexts for English language use as well - in year 2 Inez spent time using English when applying for jobs and in year three, when she was employed, she reports speaking English approximately ten minutes a day with at work.

Reading material for school also accounts for a significant proportion of the time of her use of English outside of school.

In year three, participants were asked about the strategies for English language learning outside the classroom that they used. Inez reported using these strategies:

- listening to the radio
- from children
- watching English movie with captions
- talking with native friends in English

Inez's reporting of radio listening as a learning strategy makes sense considering the increase in her report of English language use outside the classroom from the figure above.

(503)-725-8772 labschool@pdx.edu
Home Overview Learner Portraits Immigrant-learner identity: Theory Project Methods Themes-Conclusions
Abby \| Arcadia \| Fuquin \| Guangli \| Imanuel \| Inez \| Jing \| Jorge \| Larissa \| Liang \| Mai \| Nina \| Quyen \| Valerio
Inez Personal Bio Family Classroom Learning Learning Outside Class Work Culture Shock Timeline Inez - Learning Outside Class Outside the Classroom In years two and three of the study, we asked learners in what contexts they used English outside the classroom. For Inez, we see that she needed to use English every week for consumer-oriented issues such as at the bank and shopping. Use of mass media (radio and TV) also accounts for a good deal of Inez's English language exposure as well (approximately 2 hours a day together). Inez's family, particularly her children, also afford her an opportunity for English language use. She reported in each of these two years speaking to her children's teachers over an hour a week. Finally, issues of employment provided contexts for English language use as well - in year 2 Inez spent time using English when applying for jobs and in year three, when she was employed, she reports speaking English approximately ten minutes a day with at work. Reading material for school also accounts for a significant proportion of the time of her use of English outside of school. In year three, participants were asked about the strategies for English language learning outside the classroom that they used. Inez reported using these strategies: - listening to the radio - from children - watching English movie with captions - talking with native friends in English Inez's reporting of radio listening as a learning strategy makes sense considering the increase in her report of English language use outside the classroom from the figure above.