Case Studies Grid

Nr.	Video	Context	Strategies identified	Teaching approach and comments
1	Kindergarten ESL lesson: https://www.youtube.com/watch?v=q2tGtw1_W_E	Young learners of English, L1 Chinese	·         Memory: songs and gestures the children have to repeat. ·         Visual aid, such as the TV, short clips. ·         Routines (song has been learnt throughout the course)	It is a good strategy to teach expressions and vocabulary because since they are young learners, visual aid and gestures work effectively. They actually communicate with no problem when the teacher asks them question regarding the short story they saw.
2	Learning new words: https://www.youtube.com/watch?v=0fUlS_aGQ1I	Young learners, primary and pre-primary	·         Multi-sensory techniques: visual, kinaesthetic, auditory channel ·         Repetitions and drills (cognitive strategy) ·         Guessing (flashcards) ·         Affective strategy	Multi-sensory strategies activate young learners’ visual, kinaesthetic and auditory channel which helps them to remember better and for a much longer period the new vocabulary. It also increases their active participation in the class. Repetitions and drills help students to improve their pronunciation and stress, and also to associate a word and sound to a visual object. By making them touch the objects inside the bag, we help to develop their feelings and affective filter.
3	Anglès Teresianes: https://www.youtube.com/watch?v=vZAacGD0cME	Young learners – pre-primary, Catalan and Spanish as L1	·         Using “mini-teachers” in the class (mini-experts) ·         Students as assistants of the class (affective strategy) ·         Routines and repetitions (cognitive strategy) ·         Gestures (kinaesthetic) ·         Songs	By giving them the role of teachers or assistants we give them some power and an important role to play in front of the class which is always motivating and makes them participate actively. They use their body parts to learn vocabulary by making gestures.
4	Learning Strategies: https://www.youtube.com/watch?v=sEx8_Z_a0Cg	Teens, multilingual classroom	·         Mindmaps (cognitive strategy) ·         Sharing their lists of vocabulary (social strategy) ·         Translation to L1 ·         Creating posters (group work- social strategy) ·         Self-correcting mistakes and learning from them (metacognitive strategy)	By sharing lists of new vocabulary from their previous mindmaps they also communicate with others so it becomes a social task, too. Self-correction can help to understand and learn from our mistakes.
5	Building community in a multi-language classroom: https://www.youtube.com/watch?v=KduFyBohX4g	Primary, multilingual classroom	·         Community (social-affective strategy) ·         Drills and repetitions, also rules (cognitive strategy) ·         Translanguaging ·         Translations ·         Cross-linguistic connections (metacognitive strategy) ·         Use familiar content and make connections (metacognitive and social-affective strategy) ·         Teachable moment: learning from unexpected situations ·         Motivation (interesting activities or topics) ·         Playing by rules (metacognitive strategy)	She gives her students roles to play or responsibilities in the classroom. They have “ownership”, it’s their classroom. She uses every L1 of her students as a learning tool. Using familiar content helps them to make connections to what they already know to the unknown. Teachable moments in which they all are engaged to the task and motivated. By playing board games they have to do two things: read the rules and also interact with the members of the same group.
6	Model for teaching ESL learners: https://www.youtube.com/watch?v=lVGbz4EqyGs	Special needs students, Spanish speakers, native English speakers. Primary	·         Meaningful learning (affective strategy) ·         Appropriate pace of the lesson ·         Communicative tasks (social strategy) ·         Meaningful tasks: making connections to their real world	If we use meaningful tasks in the class it will create a good atmosphere, students will participate actively and they will be motivated. All this will benefit their learning process. Lessons must reach everybody’s capacity and pace, not too slow not too fast. This way, active engagement is likely to happen if the lesson’s pace is appropriate. Create social activities in which students must socialize and interact with other classmates.
7	CLIL lesson: https://www.youtube.com/watch?v=SovzQchPeJU	Russian speakers, teens	·         Collaborative Mindmaps (cognitive and social strategy) ·         Collaborative tasks (social strategy)	Especially with teenagers, collaborative tasks are really useful, because they more or less have a sufficient command of the language so they can improve their performances whenever they have to communicate or interact.