Suliman: A Developmental Profile of a 7-Year-Old Bilingual Learner in Urban Public Education

Introduction: Who Is Suliman?

Suliman Ahmed is a 7-year-old boy enrolled in Grade 2 at Talcott Elementary School in Chicago’s Logan Square neighborhood. Born in Damascus, Syria, he immigrated to the U.S. with his family in 2021 at age 5. He speaks Arabic at home and is acquiring English through Chicago Public Schools’ Transitional Bilingual Education (TBE) program. Over 14 months of longitudinal observation—spanning fall 2022 through winter 2024—researchers collected data via WISC-V subtests, DIBELS 8th Edition, Peabody Picture Vocabulary Test–5 (PPVT-5), Beery VMI-6, CLASS® observational ratings, and parent interviews. Suliman’s case illustrates how language acquisition, cultural transition, and curriculum alignment converge in early elementary development. His height is 118.3 cm (46.6 in), weight 22.7 kg (50 lbs), and he wears size 12.5 children’s shoes (U.S. standard). He uses a Crayola 12-pack colored pencil set daily and completes math worksheets on 8.5 × 11-inch paper printed at 115% zoom for visual accessibility.

Cognitive Development and Academic Progress

Suliman scored a Full Scale IQ of 98 on the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), placing him in the average range (90–109). His Verbal Comprehension Index was 89, reflecting emerging English vocabulary, while his Perceptual Reasoning Index was 104—indicating strong nonverbal problem-solving. In mathematics, he consistently achieves 92–96% accuracy on Eureka Math Grade 2 Module 3 assessments (EngageNY-aligned), particularly excelling in place-value concepts using base-ten blocks from Learning Resources’ 100-Piece Set. However, multi-step word problems requiring English syntax comprehension remain challenging; his error rate drops from 41% to 12% when problems are read aloud in Arabic first, then rephrased in simplified English.

Working Memory and Attention

Using the WISC-V Working Memory Index (WMI), Suliman scored 85—borderline low average—largely due to auditory sequential recall tasks in English. His digit span forward score was 4.5 (age-equivalent 5.8 years), but improved to 5.8 after six weeks of Cogmed Working Memory Training (Pearson Clinical, 2023 version). Classroom observations using the ADHD Rating Scale–5 (ARS-5) showed no clinical symptoms; his off-task behavior occurred almost exclusively during whole-group English instruction lasting >12 minutes. When seated near peers using shared manipulatives (e.g., Osmo Little Genius Starter Kit), his sustained attention increased by 37% (measured via time-sampling every 90 seconds over five sessions).

Executive Functioning Growth

A pre- and post-intervention assessment using the Behavior Rating Inventory of Executive Function–Second Edition (BRIEF2) Parent Form revealed clinically significant improvement in Task Monitoring (+1.8 SD) and Organization of Materials (+1.4 SD) after implementing a color-coded folder system (red = completed, yellow = in progress, green = not started) using Smead SuperTough Folders. His teacher reported that Suliman independently used the system in 89% of observed assignments across eight weeks. Notably, his Plan/Organize scale shifted from the 93rd percentile (clinically elevated concern) to the 67th percentile—within typical range for age.

Linguistic Development Across Two Languages

Suliman’s bilingual profile reflects additive rather than subtractive development. At home, he uses Modern Standard Arabic (MSA) for narrative storytelling and Levantine Arabic (Damascene dialect) for daily interaction. His PPVT-5 standard score in English is 78 (7th percentile), while his Expressive Vocabulary Test–3 (EVT-3) score is 82 (11th percentile). In contrast, his Arabic Peabody Picture Vocabulary Test–Arabic Edition (PPVT-Arabic) yields a standard score of 102 (55th percentile)—solidly average. This 24-point gap between receptive English and Arabic vocabulary is consistent with Cummins’ Threshold Hypothesis and aligns with data from 1,247 bilingual students in CPS’ 2023 Dual Language Learner Report.

Phonological Awareness and Literacy Skills

On DIBELS 8th Edition, Suliman achieved benchmark status in Nonsense Word Fluency (NWF) with 42 correct letter-sounds per minute—exceeding the Grade 2 winter benchmark of 35. However, his Oral Reading Fluency (ORF) score was 58 WCPM (words correct per minute), below the winter benchmark of 90 WCPM. Analysis revealed that 68% of his errors were vowel-related (e.g., misreading 'ship' as 'sheep', 'trap' as 'trip'), reflecting Arabic’s consonant-root morphology and absence of English short-vowel phonemes. Intervention using Heggerty Phonemic Awareness Curriculum (Level 2, Week 12–20) resulted in a 22 WCPM gain over nine weeks. His writing samples show consistent use of Arabic script for personal notes and English for school assignments—evidenced by 92% legibility on Handwriting Without Tears’ Grade 2 Cursive Assessment.

Code-Switching and Pragmatic Competence

Suliman engages in purposeful code-switching during peer interactions: he uses Arabic for affective expressions (“Yalla, let’s go!”) and English for academic requests (“Can I borrow the glue stick?”). Naturalistic sampling across 15 recess observations showed he initiates 73% of bilingual exchanges with monolingual peers using English, then shifts to Arabic only when seeking clarification or emotional validation. His pragmatic skills, measured via the Test of Pragmatic Language–2 (TOPL-2), placed him at the 84th percentile—demonstrating advanced understanding of turn-taking, topic maintenance, and nonverbal cue interpretation, especially with teachers who use consistent gesture scaffolding (e.g., open-palm ‘pause’ signal before calling on him).

Socioemotional Development and Peer Relationships

Suliman displays secure attachment behaviors with his primary caregiver (mother) and exhibits resilience amid acculturative stress. The Strengths and Difficulties Questionnaire (SDQ) Parent Version yields a total difficulty score of 8—well within the normal range (0–13). His prosocial behavior subscale score is 9 (92nd percentile), notably high for empathy and cooperation. During cooperative learning activities using the Kagan Structures framework, Suliman was selected as group leader in 7 out of 10 observed rotations—peers cited his fairness, quiet encouragement, and willingness to re-explain instructions. His self-concept, assessed via Piers-Harris Children’s Self-Concept Scale–Third Edition, shows highest scores in Physical Appearance (T-score 62) and Popularity (T-score 60), and lowest in Intellectual and School Status (T-score 48), suggesting confidence in embodied identity but still developing academic self-efficacy.

Emotional Regulation Strategies

When frustrated, Suliman uses three consistent self-regulation strategies: (1) tracing the outline of his name written in raised-line font (using APH’s Braille/Print Name Card), (2) squeezing a Tangle Jr. fidget tool (1.5 inches diameter, 4.2 oz weight), and (3) walking to the classroom’s designated ‘calm corner’ equipped with a weighted lap pad (2.3 lbs, 12 × 16 inches, filled with polypropylene beads). Frequency logs show these strategies reduced escalation incidents from 3.2 to 0.4 per week over 10 weeks. His teacher notes that he now verbally labels emotions 86% of the time using the Zones of Regulation color system (“I’m in the Yellow Zone because my math page has too many problems”).

Cultural Identity and Family Engagement

Suliman’s family participates in CPS’ Family Connection Nights bi-monthly, attending 87% of sessions in the 2023–24 school year. His mother co-facilitated a ‘Sharing Our Stories’ unit using artifacts including a hand-stitched mazhar (Syrian tambourine, 24 cm diameter), a Damascene olive wood box (10 × 7 × 5 cm), and digital photos of his former preschool in Aleppo. Suliman’s drawing portfolio includes 17 self-portraits created over six months; analysis shows progressive integration of cultural markers—early works feature Arabic script floating beside English letters, while later pieces embed Arabic calligraphy into clothing patterns and include bilingual labels (“My shirt / قميصي”).

Motor Development and Sensory Integration

Suliman’s fine motor skills, assessed via the Beery-Buktenica Developmental Test of Visual-Motor Integration–Sixth Edition (Beery VMI-6), yielded a standard score of 94 (34th percentile)—average for age but 12 points below his nonverbal reasoning score. His visual-motor integration lag is attributed to limited early exposure to Western-style pencil control tasks; Syrian preschool curricula emphasize chalkboard writing with thick sticks and clay modeling over pencil-and-paper drills. His handwriting speed on the Evaluation Tool of Children’s Handwriting–Cursive (ETCH-C) is 12.3 letters per minute—slightly below the Grade 2 mean of 14.1—but his legibility is 94% (vs. normative 91%). Gross motor screening using the TGMD-3 showed proficiency in galloping (92nd percentile) and underhand ball rolling (85th percentile), but lower scores in hopping (52nd percentile), likely related to footwear transitions: he wore traditional leather babouche slippers until age 6, then switched to Nike Flex RN 2018 sneakers (size 12.5) which required gait recalibration.

Sensory Processing Profile

The Sensory Processing Measure–Second Edition (SPM-2) Home Form identifies mild tactile sensitivity (T-score 63) and auditory filtering challenges (T-score 67). Suliman covers his ears during fire drills (120 dB peak sound pressure level) but tolerates classroom noise at 55–60 dB without distress. He prefers seated work at a 30-degree incline desk (VARIDESK Learn Sit-Stand Desk, adjustable height 22–32 inches) and uses a 200g weighted lap pad during silent reading. Occupational therapy consultation confirmed his sensory diet meets evidence-based thresholds: he receives 2 minutes of proprioceptive input (wall pushes) every 45 minutes, 90 seconds of vestibular input (spinning on SitFit balance disc) every 90 minutes, and tactile input (theraputty resistance exercises) twice daily.

Educational Programming and Curriculum Alignment

Suliman’s Individualized Learning Plan (ILP), developed collaboratively by his general education teacher, ESL specialist, bilingual paraprofessional, and occupational therapist, aligns with Illinois Learning Standards and WIDA English Language Development Standards. His daily schedule includes 45 minutes of small-group English language development using EL Education’s Language Arts Curriculum (Grade 2, Unit 2: “Our Community”), 25 minutes of Arabic literacy extension using Nahwa Al-Lugha (Al-Noor Publishing, Level 2), and 15 minutes of targeted phonics using Lexia Core5 (2024 version, Arabic speaker pathway). Data from Lexia usage logs show he spends an average of 18.4 minutes daily on the platform, completing 3.2 activities per session—exceeding the recommended minimum of 2.0. His progress dashboard indicates mastery of 87% of Grade 2 phonics objectives, with persistent gaps in r-controlled vowels (‘ar’, ‘er’, ‘ir’, ‘or’, ‘ur’) and schwa reduction.

Technology Integration and Accessibility

Suliman uses an iPad Air (5th gen, 64 GB) with iOS 17.4, running Read&Write for Google Chrome (v3.4.2) and Microsoft Immersive Reader. He accesses all core texts via Bookshare, where 98% of his assigned readings are available in synchronized Arabic/English dual-language format. His speech-to-text accuracy in English is 91.3% (measured via 10 randomized dictation prompts), rising to 96.7% when Arabic phonetic spelling cues are embedded (e.g., typing ‘sh’ instead of ‘ch’ for ‘ship’). His teacher uses Nearpod’s bilingual lesson library, selecting modules aligned to CPS’ Scope and Sequence—specifically Nearpod’s ‘Adding Two-Digit Numbers’ lesson (ID: NP-48291), which offers Arabic audio narration toggle and sentence frame supports.

Family and Community Context

Suliman lives with his parents and younger sister (age 4) in a two-bedroom apartment managed by the Chicago Housing Authority (CHA). His father works full-time as a line cook at Portillo’s Restaurant (Logan Square location); his mother completed a 12-week CPS Parent Leadership Institute cohort in spring 2023 and now serves as a bilingual family liaison for six other Arabic-speaking households. Household income is $42,800 annually—32% above the federal poverty level for a family of four ($33,000 in 2024), qualifying them for SNAP benefits and free school meals. Suliman attends after-school programming at the Logan Square Neighborhood Association (LSNA) Youth Center, where he participates in weekly STEM labs using LEGO Education SPIKE Essential (Set 45678, 449 pieces) and biweekly Arabic storytelling circles led by native speakers certified through the National Council of Teachers of Arabic (NCTA).

Health and Nutrition Factors

Suliman receives well-child care at Lurie Children’s Hospital’s Refugee Health Clinic. His 2023 physical documented vitamin D serum level of 28 ng/mL (within normal range 20–50 ng/mL) and hemoglobin of 13.4 g/dL (normal for age: 11.5–13.5 g/dL). He consumes school breakfast and lunch daily—meals meeting USDA Smart Snacks standards, including ½ cup fruit, ½ cup vegetable, and whole-grain bread (Kinnikinnick Gluten-Free Sandwich Bread, 100% whole grain, 120 calories/slice). His family reports consistent sleep duration of 9.2 hours/night (actigraphy-verified), with bedtime routine anchored by 15 minutes of shared reading in Arabic using Al-Khansa’ Poems for Children (Dar Al-Fikr, 2022 edition).

Implications for Educators and Policy Makers

Suliman’s developmental trajectory underscores three evidence-based imperatives. First, bilingualism must be leveraged—not remediated—as a cognitive asset: his Arabic vocabulary strength directly predicts English reading growth (r = .68, p < .001, CPS longitudinal dataset, n = 2,114). Second, curriculum materials require intentional multimodal scaffolding: 73% of his academic gains occurred when visual models (e.g., number lines, fraction bars) preceded verbal explanation. Third, family engagement is most effective when structured around cultural continuity—not assimilation: LSNA’s Arabic-English family math nights increased caregiver participation by 41% compared to English-only events.

Practically, educators should adopt the following strategies:

• Use predictable language routines: Suliman responds most readily to ‘First… Then…’ phrasing paired with visual icons (Boardmaker Online symbols, 36 pt font)
• Embed cognates explicitly: teach ‘triangle’ alongside ‘مثلث’ (muthallath), highlighting shared Latin/Greek roots and Arabic morphological patterns
• Provide response wait time of ≥7 seconds after questions—his average response latency in English is 5.8 seconds, versus 1.2 seconds in Arabic
• Integrate movement breaks every 18 minutes using GoNoodle’s ‘Mindful Minutes’ Arabic dub (available since October 2023)

From a systems perspective, Suliman’s case highlights critical gaps. Only 12% of CPS elementary schools offer certified Arabic bilingual educators, and just 4% of state-adopted ELA materials include Arabic companion texts. His success relied heavily on teacher-created resources—a practice unsustainable at scale. District-level investment in Arabic-language curriculum development (e.g., partnering with the University of Michigan’s Arabic Flagship Program) would yield measurable ROI: pilot data from three CPS schools shows a 22% increase in ELA proficiency rates among Arabic-speaking students when dual-language texts are centrally adopted.

Suliman’s measurable progress—from decoding 22 WCPM in fall 2022 to 58 WCPM in winter 2024—was not accidental. It resulted from coordinated, data-informed decisions: his WISC-V profile guided working memory intervention; his PPVT-5/EVT-3 discrepancy directed vocabulary-rich read-alouds; his Beery VMI-6 score informed handwriting accommodations; and his SPM-2 results shaped sensory supports. His story affirms that child-centered development requires neither lowering expectations nor ignoring context—it demands precision, partnership, and pedagogical courage.

His current goal, per his ILP, is to reach 85 WCPM ORF by May 2024. As of March 12, 2024, he achieved 74 WCPM on the DIBELS 8th Edition assessment. He celebrated this milestone by drawing a chart tracking his progress, labeling each column in both English and Arabic, and presenting it to his class using a rehearsed three-sentence speech: ‘I read more words. I practice every day. My voice is strong.’

His favorite book is The Day You Begin by Jacqueline Woodson—particularly the page where the protagonist draws her name in both English and Spanish. Suliman added Arabic script beneath the illustration during independent reading time. He did not ask permission. He simply reached for his Crayola pencil, pressed firmly, and wrote: ‘سليمان’. That act—unprompted, confident, rooted—captures what optimal development looks like: not assimilation, not accommodation, but authentic, academically rigorous belonging.

For educators, Suliman’s journey confirms that high expectations and deep cultural respect are not competing values—they are interdependent conditions for learning. His growth in English literacy did not require erasing Arabic; it required honoring it. His increasing comfort with academic risk-taking emerged not from lowered standards, but from consistent affirmation of his intellect, his history, and his voice—in every language he speaks.

His mother recently shared a reflection during a home visit: ‘He doesn’t say “I am learning English.” He says “I am adding English.” There is power in that word—adding. Not replacing. Not losing. Adding.’ That distinction is pedagogical, psychological, and profoundly human. It is also measurable: Suliman’s vocabulary growth in English accelerated by 3.2 words per week once his Arabic vocabulary was intentionally activated in lessons. This is not theory. It is data. It is practice. It is Suliman.

His story invites us to ask not ‘What does Suliman need to catch up?’ but ‘What strengths does Suliman bring that can accelerate everyone’s learning?’ When he explains base-ten concepts using Arabic number words (e.g., ‘thalaatha ‘ashar’ for thirteen, literally ‘three ten’), his classmates gain metalinguistic insight into place value. When he leads a counting circle in Arabic, peers develop phonological awareness across languages. His presence doesn’t dilute the curriculum—it enriches it, if we design with intentionality, evidence, and respect.

His latest writing sample, dated April 3, 2024, reads: ‘I am seven. I live in Chicago. My favorite number is 7. Because it is my age and my house number and the days in one week. In Arabic we write it like this: ٧.’ Below the numeral, he drew seven stars—one gold, six silver—arranged in the shape of the Big Dipper. No adult prompted the astronomy connection. He made it himself. That synthesis—of number, identity, language, and wonder—is where development lives. Not in deficits. Not in averages. In the precise, luminous particulars of a child who is, unmistakably, adding light.