Scenario Response 1

For the student described, brain-based theory would seem the closet fit, particularly focusing on the Input Hypothesis and the Affective Filter Hypothesis, Bearing in mind that the student doesn't seem to be receiving much support outside of the classroom, the Input Hypothesis would be a good place to begin in that most (if not all) of her acquisition is going to take place in classroom environments. As such, this would mean providing her with a great deal of clear, meaningful input. Utilizing visuals, gestures and relatable contexts are key. Scaffolding would be most beneficial at this stage. As she begins to open up, the Affective Filter approach would then be highly beneficial and relevant for her situation. As the student has not been progressing as much as the teacher would prefer for a good portion of the year, it would be logical to assume that she might be subject to anxiety or embarrassment in regards to her language acquisition. Therefore, it is most important to provide a supportive and low-stress environment for her so that she can feel comfortable learning and absorbing her new language.Providing her with ample opportunities for non-verbal responses to demonstrate her understanding and again utilizing scaffolding can create a comfortable setting which allow her in internalize the new language and encourage her to advance.