The document describes a case study assignment for a course on teaching English as a foreign language. Students are given three cases involving different English teaching scenarios and are asked to analyze each case. They must indicate the approach, design, procedures and strategies they would use for each case based on factors like the students' ages, proficiency levels, and available resources. They are also asked to explain their choices. The cases involve teaching English to primary students in Colombia, secondary students in Colombia, and adult students in an English language center in Colombia. The assignment aims to help students develop skills in synthesis, analysis, decision-making and reflection.

1. Facultad de Ciencias de la Educación
Licenciatura en Español y Lenguas Extranjeras
Yamith José Fandiño Bogotá, Colombia 2022
DIDACTICS OF ENGLISH AS A FOREIGN LANGUAGE – CASE STUDY (First term)
INTRODUCTION
Case study is a technique in which skills such as synthesis, contrast, analysis, and evaluation are developed. Above all, it helps
students (a) activate knowledge about a subject, (b) contextualize theory in concrete scenarios, (c) practice decision-making through
teamwork and (d) develop interpretative and evaluative skills through reflection and creativity (Somma, 2013).
GOAL
Compare and contrast theory and improve the thinking process of pre-service teachers through synthesizing, balancing,
analyzing, and evaluating information in order to generate experiential and meaningful learning (Arias, Betancourt, Garcés, Echeverri &
Quirama, 2017).
OBJECTIVES
From a personal perspective, it expands personal ideas, sharpens observation, deepens interpretation beyond mere opinion and
promotes reasoned judgements and justified decisions.
From a professional point of view, it helps to develop responsibility, to analyze and assess received information, to understand
certain situations comprehensively and to take informed actions.
From a social standpoint, it encourages teamwork, communication, cooperation, and tolerance to the ideas of others.
PROCESS
1. Get together in pairs or groups of three students.
2. Read the case and get familiar with their characteristics and particularities.
3. Share initial opinions, impressions, feelings, and ideas to reach a unified comprehension of the nature and scope of the case.
4. Reflect and analyze about what steps, actions, activities, and decisions to take and/or follow.
5. Write a short text with theoretical and/or methodological guidelines, principles, or strategies appropriate or relevant for the case.
Table 1. Three case studies.
Case 1
You werehired to work as an English teacher
in primary at a small public school in
Facatativa. This is an all-girls school, and
you will work with fourth and fifth graders.
Your students’ ages range from 7 to 8 years
old. They tend to be active, dynamic, and
vivacious. However, they sometimes lack
discipline and get distracted. Most of your
students’ parents work either in the flower
industry or in dairy farming. This means, they
belong to the working class. The school
principal told you these students have not
had much contact with English in first,
second, or third grades. However, both
students and parents have expressed their
interest and desire to learn English as a
foreign language. This year, the school will
open its English room equipped with a flat
screen TV with a USB port, a CD player with
USB connector and a set of height speakers.
The principal wants you to work on students’
vocabulary and listening.
Case 2
You werehired to work as an English teacher
in secondary at a big private school in
Barranquilla. This is a mixed-sex school, and
you will work with eighth and ninth graders.
Your students’ ages range from 13 to 14
years old. They tend to be friendly and
talkative. However, they sometimes are
highly self-conscious, which makes them
particularly vulnerable to body image issues.
In addition, they sometimes respond to
rewards and privileges. Most of your
students’ parents belong to the lower- and
upper-middle class. The school principal told
you these students have had contact with
English since primary. Then, they are A2
students. They are now taking content
classes in English, concretely, physical
education and arts. The school has a well-
equipped English room, and a section of the
school library has books and materials in
English. The principal wants you to develop
Case 3
You were hired to work as an English teacher in a
languages center at a higher education institution in
Bogota. The center offers exam preparation courses
and academic writing courses. You will work with
adults whose ages range from 20 to 30 years old. They
tend to be analytical, self-directed, and dedicated.
However, they sometimes lack study habits and time
management skills. You have a combination of
working class and middle-class students. This means
students work and study simultaneously. The director
told you your students have had enough contact with
English to be able to use basic interpersonal
communication skills. They are, then, B1 students.
However, because of their majors, they need to
acquire and develop academic language proficiency.
The center has a multimedia language lab with
software for conducting language exercises, media
player/recorder for listening to audio and recording
speech, and high-speed internet connection for
accessing digital learning platforms. The language
director wants you to work on students’ academic
reading and writing.

2. Facultad de Ciencias de la Educación
Licenciatura en Español y Lenguas Extranjeras
Yamith José Fandiño Bogotá, Colombia 2022
students’ fluency and confidence in using
English orally.
 Read the questions below:
What approach(es), design(s) and procedure(s) will you use in each case? Why?
What strategies or techniques will you use according to your students’ age and proficiency levels? Why?
 Now complete the table below and send it to your teacher via email as a word document.
Case Approach(es) – Design(s) – Procedure(s) Strategies /Techniques for age and
proficiency level.
All-girls public school in
Facatativa / 7–8-year-old
students / Minimum
contact with English
Methods: Silent way method
Approach: It is based on the premise that the teacher
should be silent as much as possible in the classroom
and the learner should be encouraged to produce as
much language as possible, it means that the student
takes an active role in the learning process
Designs: The general objective of the Silent Way is to
give beginning level students oral and aural facility in
basic elements of the target language.
Procedures: A silent Way lesson typically follows a
standard format. The first part of the lesson focuses on
pronunciation. Depending on student level, the class
might work on sounds, phrases, or even sentences
designated on student level
Keeping in mind that they are active and
dynamic children, it is a good idea to implement
the silent way method due to this method
involves learning basic vocabulary through
visual, and shaping activities which encourage
students to listen more carefully. Also, the
teacher can pay attention to students who are
distracted. The materials that may be used
include books and worksheets for practicing
reading and writing skills, picture books, tapes,
video tapes, films, and other visual aids The
materials that may be used include books and
worksheets for practicing reading and writing
skills, picture books, tapes, video tapes, films,
and other visual aids.
Secondary private school
in Barranquilla / 13–14-
year-old students / A2
level.
Methods: Total physical approach, direct method,
Community learning
Designs: Oral proficiency, artistical sources.
Spontaneous use of L2. What to talk about.
Procedures: The use of visual and audio support during
the session. Taking an amiable behavior without losing
our authority. Always trying to approach the topics in a
conversational way, giving to them vocabulary related
with the topic to enrich their knowledge in grammar and
their oral proficiency all time. Promote the group work to
increase the fluency and confidence, also estipulate a
rewards system based on goals (related with the
knowledge) instead of grades.
Using the English room, taking advantage they
are talkative, would be a good resource the use
of artistical resources like acting or the
development of conversation clubs, because
they have an A2 level in which they are able to
communicate likes, dislikes and to describe
some things in a particular context. However,
working further in keep their attention, using
activities and sources which they can interact
as books, audio-visual content, videos, games,
warm up activities and other, to decreasing the
chance of their attention could be dispersed.
Languages center in a
higher education
institution in Bogota / 20–
30-year-old students / B1
students.
Methods: Classical grammar translation method,
suggestopedia.
Designs: Use of literature to enrich the grammar skills,
use of platforms as a grammar practice resource.
Grammatical rules and vocabulary, lexis, and
translation. Repetition and time management. Whole
classes in L2.
Due to most of the students work and study, we
need try to carry out the session without a high
stress load to not overwhelm the students.
Develop the classes with all the resources that
give us the English lab to comply with the
director requirements and the student needs.
The use of games or academic software will
help us to give the grammar, lexis, translation

3. Facultad de Ciencias de la Educación
Licenciatura en Español y Lenguas Extranjeras
Yamith José Fandiño Bogotá, Colombia 2022
Procedures: As a result of the petitions of the language
director, all the topics will be emphasized on the
grammar reading and writing skills. The use of audio-
visual resources as videos and music will develop
fluency in the other areas. Create a pacific, calm, and
amiable environment due to most students works and
study. Foment the use of different resources (academic
software, internet pages) to practice and motivate the
management of their time and study habits.
and repetition topics in a dynamic way. Is
important the use of English in the whole class
(they are capable to understand B1 level) due
to the need to gain fluency. Give them literature
to read and subsequently talk about their
experiences with the reading.
* REMEMBER: You need to indicate what approach(es), design(s), procedure(s), you choose for each case, and you also need to explain
why you choose them and not others. As a result, you need to write short, but complete paragraphs in each part/section of the table above.
Once you finished, copy, and paste the table above in a WORD document identifying the authors (names, codes, and institutiona l emails).
Save this document and upload it at either Scribd or Slideshare. When done, register the link in the corresponding form.
ASSESSMENT
Case study 5.0 4.5 4.0 3.5 3.0 2.5 2.0 1.0
Students demonstrate an accomplished understanding of the
cases. They present an insightful analysis and an appropriate
reflection. They make adequate connections between the theory
studied in the course and the particularities of the cases.
Students support analysis and reflection with balanced and
reasonable interpretations and argumentations. Writing
demonstrates clarity, conciseness, and correctness. Overall,
students submit a well-reflected, organized, and written case
study.
References
Arias, F., Betancourt, J., Garcés, L., Echeverri, C., & Quirama, U. (2017). Casos de enseñanza como estrategia pedagógica en
programas empresariales. Civilizar Ciencias Sociales y Humanas, 17(33), 243-256.
Somma, L. (2013). El estudio de casos. Una estrategia de construcción del aprendizaje. Reflexión académica en diseño y comunicación,
14(21), 32-34.