Learning from Tina: a case study with a selective speaker

Abstract

The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and self-efficacy theory. The data consisted of daily field notes written by the researcher, video and audio recordings, artifacts of schoolwork and student written communication. The researcher served as Tina’s learning specialist in Year 1 and her homeroom teacher in Year 2 during the data collection period. Those data sources were used to explain the evolution of new insights, identities, and pedagogical practices designed to support Tina in the school setting. The findings showed that being attentive and observant, establishing a safe learning environment, and cultivating a strong teacher-student relationship were critical to student success. In addition, the role of writing as a communication tool and use of digital tools supported Tina’s growth. In conclusion, implications for teacher development will be discussed.

Keywords:

• Writing
• digital tools
• selective mutism
• case study
• observation

Disclosure statement

I have no conflicts of interests to disclose.

Additional information

Notes on contributors

Kay Rosheim

Kay Rosheim, PhD, Literacy Specialist Eden Prairie Schools—Forest Hills Elementary, Adjunct Professor—Univ. of St. Thomas and St. Cloud University, My research interests include studying the school-based literacy practices including the role of literacy in helping quiet students navigate the space of a classroom, reciprocity of reading-writing especially for learners who have historically struggled with reading, employing critical pedagogies and understanding ways to build equitable relationships with students in and out of the school setting.