Target learners the first target learner

Summative assessment
Student: Muminova H.

TARGET LEARNERS
The first target learner- Madina. Madina is 19 years old girl who is a student of University. She has become bilingual girl after living in the US for 13 years. Her nationality is uzbek. She is muslim. She is an energetic, easy-going and cheerful person. According to her race she is an Asian girl. She was born in an Uzbek family in Uzbekistan, but did not bring up in there. When she was 6 years old her family won the lottery ʼ Green card ʼ and moved into America. When she came to America, Florida, she did not know English. She had no level in English. She could not communicate with foreigners. She could not understand their words and she had no background knowledge in English at that time, because she and her family were Uzbek and spoke only Uzbek language. She did not use any other language during her life till moving to America. She could neither speak nor understand others. Consequently, the life in America had a negative effect on Madina at first. In order to solve the problem, her parents decided to send Madina to kindergarten before attending the school. In kindergarten she could not communicate with anyone untill she made a friend with an American girl,her name was Nancy, there. She began to explain her feelings and thoughts by using gestures for her new friend after a week. Her new friend helped her to learn the target language. She learned tha target language by using TPR method because she learned by repeating words, phrases and sentences after her friend Nancy. After kindergarten they went to school together. When she studied at school she knew basic English. Significantly has the difficulties in learning language process been decreased as soon as she started to converse with her native speaker friends in a real life conditions everyday. But in her identity she had some inequalities with them. According to Norton and Morgan (2020) the identity have categories which include race, ethnithity, gender, social class and sexual orientation. As to Madina she was an Asian girl and was not in the same race with people around her. They were " white American ", nevertheless, Madina was Asian. Moreover she was not equal with her friends in terms of social class they are native and Madina was immigrant. Some people who were anti-immigrants ignored and radically criticized her to her small mistakes. But she was, personally, outgoing and extrovert person, so she had a great desire to communicate with others and learn new language. She had a low effective filter during the studies, because she ʼʼfelt safe in making mistakes without judgement and constant corrections; felt empowered to interact with her peers; felt safe in answering questions and sharing her ideas with her friends and her teacherʼʼ (Krashen, 1985).
As a result language learning procedure was strengthened. After the years had gone she gained both accuracy and the fluency in English as a native speaker. In her learning process she was criticized for her low knowledge in English grammar, spelling and using improper vocabulary, however, she did not pay attention to the situation and she was highly motivated to learn English. It is proven by Darvin and Norton (2021) and Norton and Toohey (2011). High motivative atmosphere in her heart helped her to gain nativelikeness.