Language Comparison powerpoint
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Transcript of Language Comparison powerpoint
SUMMARY OF DATA ANALYSIS JOURNAL AND LANGUAGE COMPARISON
By Jacob Shuey
Description of ELL
From Puerto Rico 2nd grade – 8 years old Parents only speak Spanish – all
correspondence needed translated Linguistic abilities were sufficient enough
to be able to talk with peers in social situations
With the help of ESL instructor, great strides were made in the classroom
Description of ELL cont’d
Biggest weakness – reading (approximately a year behind)
Received Title 1 services for 30 minutes each day
Truancy was an issue – out of school almost 30 days
Type of Errors that were made Reading
Trouble with digraphs Reading fluency (specifically phrasing)
Writing Spelling (vowel confusion) Grammar (word order / progressive verbs)
Math Content-specific vocabulary
Examples of Errors
Error ExplanationsError Explanation
Digraph pronunciation
Fluency (awkward phrasing)
Spelling (vowel confusion)
Word order
Verb tense
Content vocabulary
There are not any spelling exceptions in Spanish, therefore naturally he would separate consonant sounds rather than form a new sound
Lack of knowing meaning of words
The vowel sounds in Spanish are similar to English, but different vowels are used to make the same sound
Spanish places adjectives after the nouns they describe
Conjugations in Spanish include knowledge of tense, person, etc.
Realm of vocabulary that is not used in typical social conversations
Spanish vs. EnglishSpanish English
27-letter alphabet, including ñ
5 vowels without spelling exceptions
Verb conjugation implies tense, person, etc.
Word order is flexible
Auxiliaries are many times not present
Double negatives are used extensively
Stress-timed language
Exclamation/question marks at end and beginning of sentence
26-letter alphabet
5 vowels with spelling exceptions (long/short)
Verb conjugation does not have many implications without surrounding words
Word order is not flexible in sentences
Auxiliaries are present
Double negatives are forbidden
Syllable-timed language
Exclamation/question marks at end of sentence
Educational Implications
Phrasing Work on stress timing of individual words,
then move to phrases, sentences, etc. Vocabulary
Reliance on cognates (both English and Spanish have a Latin origin)
Word order Make sure parts of speech knowledge is
established
Educational Implications
Vowel confusion Student creates own spelling rules through
meaningful spelling activities / sorts Sociocultural factors
Much more acceptable to deviate from main idea in writing in many Spanish-speaking countries
Progressive phrasing / auxiliaries Verb conjugation practice (do not conjugate
Spanish sentences – what would this mean?)
Final thoughts…
Good news! Many of the errors were due to a direct transfer of rules and characteristics from Spanish to English and it was clear that this student had a great knowledge of their L1
In conclusion… Encourage connections from L1 to L2, but
teach new rules of L2 that are relevant Develop vocabulary across curriculum
References
Dalby, J. (2006). Vowel errors and sentence intelligibility in spanish-accented english speech. Acoustical Society of America, 119(5), Retrieved from http://asadl.org/jasa/resource/1/jasman/v119/i5/p3423_s5?bypassSSO=1
Flaitz, J. (2003). Understanding your international students: an education, cultural, and linguistic guide, (Ed.). Ann Arbor, MI: The University of Michigan Press.
Freeman, D, & Freeman, Y. (2004). Essential linguistics. Portsmouth, NH: Heinemann.
Hinkel, E. (1999). Culture in second language teaching and learning, (Ed.). New York, NY: Cambridge University Press.
O'Grady, W, Archibald, J, Aronoff, M, & Rees-Miller, J. (2010). Contemporary linguistics. Boston, MA: Bedford St. Martins.
Shoebottom, P. (1996). A guide to learning english. Retrieved from http://esl.fis.edu/index.htm