Developmental Matrix #2

Age	Relation to ELL student	Theorist	Category
11-15/20	Carol is able to think logically and abstractly; however, when she formulates hypotheses, it is hard for her to test them systematically (for example: Agrees that Obama should send troops to Iraq because it will be beneficial to Americans but doesn’t know to back up this hypothesis with evidence on her own) When reading her book, she was able to pick up on the metaphors (for example: “the mom is a bear”) She is capable of choosing a position but struggles with backing up her position	Piaget Manning Brighton and Stevenson	Cognitive/Language – (Formal Operations) – Capable of thinking logically and abstractly, capable of formulating hypotheses and testing them systematically; thinking is more complex, and can think about thinking (metacognition) Start to understand the nuances of metaphors, derive meaning from traditional wisdom, and experience metacognition Increasingly able to think through ideological topics, argue a position, and challenge adult directives
Young Adolescents 10-11 12-15	Language barrier causes anxiety in Carol (for example: said “my brain hurts” and was very restless when we were trying to do an assignment because she is mentally exhausted at the end of the day) She was opening up to me about the struggles of her two identities and when her peer came up, she quickly changed topics, maybe because she was afraid of how they might respond She says she is very good with fashion and identifies herself as a fashionista. She switches up her style in a way that allows her to explore and experiment with different roles (for example: One day she was covered in accessories from her culture, and another day she dressed like  an adolescent from Vermont)	Kellough & Kellough Scales Erikkson	Affective/Emotional – Have a tendency to be moody, restless, and may exhibit erratic and inconsistent behavior including anxiety, bravado, and fluctuations between superiority and inferiority Highly self-conscious and highly sensitive to criticism of their perceived personal shortcomings Industry vs. Inferiority when they identify themselves by the tasks and skills they perform well Identity vs. Identity when they explore and experiment with various roles and experiences
Young Adolescents	She talks a lot about her friends and how she wants to be accepted by them She opened up to me about how she sometimes feels she has to act a certain way in order to fit in She became upset on the phone with her dad when he said she could not spend time with her friend after her tutoring session She struggles with her true identity in front of her friends and has to speak English with them while speaking French at home	Scales Wiles et al. Brighton	Social – Have a strong need to belong to a group – with peer approval becoming more important and adult approval decreasing in importance May experience with new behaviors as they seek social position and personal identity May experience conflicting loyalties to peer group and family Torn between their desire to conform to their peer group and family
Young Adolescents	She always talks about the importance of family and how she has always appreciated it She often says how important her family is but wants to be independent and make her own decisions (for example: moving away from Vermont after high school)	Brighton Scales	Moral/Spiritual – Many of the attitudes, beliefs, and values that young adolescents develop remain with them for life Move away from blanket of acceptance of adult moral judgment to the development of their own personal  values; however, they usually embrace the values of parents or key adults