Case Study 1:
Participants Nationality
Tutor: USA
Student: Hispanic (Ecuadorian)
ESL: Undergraduate/ attended High school in US
Body Language observations and analysis:
T: signals student to sit down by motioning his hand to sit across from his
Analysis: by showing S were to sit T is establishment of his authority during WC session
S: shrugs shoulders “I have started that’s why I’m here. I need you to explain it to me….”
Analysis: S again asks for guidance, S looks for T to tell her how to do it
S: In response to being asked to turn off cell phone, S gives surprised look and follows T request
Analysis: S doesn’t question request. Accepts T authority in WC session by following request without question or remark
T: moves his chair closer to student, S backs up and straightens up in her chair
Analysis: S seems to show being uncomfortable with T closeness
S: moves left hand towards face and scratches forehead
Analysis: doubt/ inability to figure out what to do next giving up authority
S: shakes hand as if hand was asleep
Analysis: cueing T that she needs a break, needs T to determine when they should break
Verbal Responses observations and analysis:
T: begins talking first asking why S has come to WC
Analysis: Asking opening question is very teacher directed giving T dominant authority
S: “I don’t know where to start”
Analysis: S gives up authority by stating inability to do task
T: reads outline a loud and asks S what she thinks the professor wants
Analysis: very teacher directed
T: suggests S to turn off cell phone
Analysis: seems like T is reprimanding S
T: “now back to this outline”
Analysis: control of what is to be done next, demonstrating control of session
S: reads last direction looks up “ok so how should I start?”
Analysis: looking for guidance from T giving T authority on the topic she is writing
T: points to first direction, looks directly into eyes of S and asks question
Analysis: T controls the asking of all questions. Eye to eye contact , shows no fear or doubt in his ability as a coach
T: “Why don’t we take a break…”
Analysis: T decides when it is time for a break.
S: “Ok, I think this is enough writing”
Analysis: S attempts to determine where the WC session should go next
T: in response to S remark about finishing “let’s look at the rest of the questions”
Analysis: T redirects S and ignores S request to stop working
T: “I’m going to let you work…”
Analysis: gives permission to student to work on her own work
Conclusion:
Throughout the WC session the T held the authority. The student demonstrated though body language and verbal responses that the expert was the T. The T determined in a sense what needed to be worked on and when the student could work independently.
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