Study Bay Coursework Assignment Writing Help<\/p>\n
Spanish is part of the Indo-European family of Romance languages and is closely related to Italian and Portuguese. It is a major language with approximately 400 million native speakers worldwide. Spanish is spoken in Spain; South America (except Brazil and Guianas); Central America; Mexico; Cuba; Puerto Rico and the Dominican Republic; Western Sahara; north Morocco; Equatorial Guinea; and some parts of America. (Swan, M. and Smith, B., 2001) In 2004, 71.3% of English Language Learners in Florida spoke Spanish. (MacDonald, V., 2004)<\/p>\n
A.<\/p>\n
Native speakers of Spanish sometimes have a hard time producing initial consonant clusters without using an extra vowel at the beginning because there are no initial clusters in the Spanish language. For example, because there is no initial cluster of \/sp\/ in the Spanish language, native speakers would probably say, \u201cI espeak eSpanish.\u201d (Nasr, R.T., 1997)<\/p>\n
For the most part, all vowels have a shorter pronunciation in Spanish than in English. Spanish only has five pure vowels and their length, unlike English vowels, is not a distinctive feature. Typically, at least two English vowels share the \u2018phonetic space\u2019 occupied by one Spanish vowel. This is seen in the difference between \/i:\/ and \/I\/ in English which correspond to the Spanish \/i\/, so meet and mitt, sheep and ship, etc. are easily confused. (Swan, M. and Smith, B., 2001)<\/p>\n
The letter \/z\/ does not exist in Spanish. English language learners use \/s\/ for \/z\/ therefore, lacy is said for both lacy and lazy, sip for both sip and zip, etc.. (Swan, M. and Smith, B., 2001)<\/p>\n
The Spanish language has a \/b\/ and \/v\/ allophone (two different versions of the same sound) and to an English speaking ear it sounds the same. The Spanish language adds friction to the \/b\/ sound which makes it sound similar to the \/v\/ sound. Therefore, the pronunciation of \u201cPor favor\u201d may sound like \u201cPor fabor\u201d. (B\/V Confusion in Spanish, 2011)<\/p>\n
Spanish speakers also often pronounce a final \u201cd\u201d similar to an unvoiced \u201cth\u201d. Additional pronunciation problems at the end of words are \u201cd\u201d and \u201ct\u201d as well as \u201cthing\u201d\/\u201dthink\u201d and sometimes \u201cthing\u201d\/\u201dthin\u201d or even \u201cring\u201d and \u201crim\u201d. This is because Spanish consonant sounds usually differ more by their position in a word than English consonants do. (Case, A., 2012)<\/p>\n
B.<\/p>\n
The sample recording I used was from a 34 year-old male from Veracruz, Mexico. He began learning English at the age of 29. In the sample recording, the use of an intrusive vowel at the beginning of initial consonant clusters was repeated. Words that were changed include: Stella \u2013 eStella; spoons \u2013 espoon; snow \u2013 esnow; snack \u2013 esnack; small \u2013 esmall; snake \u2013 esnake; station \u2013 estation.<\/p>\n
C.<\/p>\n
For Spanish speaking students having the \u201ce\u201d before \u201cs-consonant cluster\u201d difficulty described above, create a passage for students to read aloud, in which each sentence starts with a word beginning in an \u201cs-consonant cluster\u201d. Prior to the students taking turns reading the passage aloud, help them practice for a minute by saying short words that start with an \u201cs-consonant cluster\u201d like \u201cspit\u201d, \u201cstick\u201d, and \u201cspell\u201d. Pronounce the words along with the student, exaggerating the beginning \u201cs\u201d sound. This will help to create a new \u201cmuscle memory\u201d that doesn\u2019t leave room for students to include the beginning \u201ce\u201d sound. (How do you teach adult EL students English pronunciation?, n.d.)<\/p>\n
III. Morphology (word structure)<\/p>\n
A.<\/p>\n
Spanish EL students tend to make morphological errors in their speech when they over generalize a morpheme such as plural \u201cs\u201d. The Spanish speaker would say: \u201cThe deers are brown,\u201d instead of, \u201cThe deer are brown.\u201d<\/p>\n
Spanish EL students also often have confusion with pluralizing adjectives. This is because in Spanish adjectives and the nouns they modify must agree in number, while in English, plural nouns are not modified by adjectives in plural. For example, a statement in Spanish would be \u201cCarlos tiene los ojos azules.\u201d, which translates to \u201cCarlos has got blues eyes.\u201d (Mingorance, Y, 2010)<\/p>\n
The Spanish language does not have contracted verb forms and this can be a problem for EL students. They have problems in understanding will or would in: \u201cI\u2019ll go to the store; they\u2019d come with us\u201d and construe them to mean \u201cI go; they come\u201d, etc.. (Swan, M. and Smith, B., 2001)<\/p>\n
Spanish has high sound-to-spelling correspondence, so spelling in English is difficult for EL students. Spanish speakers often reduce double letters to single ones: \u201d aple, diferent, necesary, etc.. and since they do not distinguish English phoneme contrasts, words can be confused, like: hoping \/ hopping, this \/ these, etc.. (Swan, M. and Smith, B., 2001)<\/p>\n
In writing, Spanish EL students are likely to not use capital first letters for days of the week, months, or national adjectives since they are not used in the Spanish language. Examples of this would be and EL student writing: tuesday, february, or english. (Swan, M. and Smith, B., 2001)<\/p>\n
Instructional activities for Spanish EL students to teach them the proper use of contractions in the English language are very important and can be a challenge. Teachers should review the use of contractions and make sure that students understand the difference between general contractions, such as \u201cshe\u2019s\u201d for \u201cshe is\u201d as well as informal contractions like \u201cgonna\u201d for \u201cgoing to\u201d. Then explain the main exceptions to the rule like, you are unable to contract \u201cwill not\u201d as \u201cwilln\u2019t\u201d. It would be \u201cwon\u2019t\u201d. Have students listen to audio recordings or a movie in English and have them write down all of the contractions they hear. Help students identify the words that are contracted and state the type of contractions used. (Latham, n.d.)<\/p>\n
IV. Syntax \/ Grammar (word order and sentence structure)<\/p>\n
In the Spanish language, subject-verb agreements do not always correspond to the statement. Due to this freer word order, EL students often put the emphasized word last in a sentence. For example: \u201cYesterday played very well the children.\u201d 1. (Swan, M. and Smith, B., 2001)<\/p>\n
In Spanish, adjectives and nouns usually come after the head noun. An EL student may write \u201cI drive the car blue\u201d, instead of \u201cI drive the blue car.\u201d (Swan, M. and Smith, B., 2001)<\/p>\n
EL students often mix up the word order of questions such as \u201cMarta has cooked the food\u201d could be written as \u201cCooked the food has Marta?\u201d This is because there is no set word order for questions in the Spanish language. (Swan, M. and Smith, B., 2001)<\/p>\n
EL students also commonly put a rising \u201cno\u201d at the end of questions or statements. This is done in the Spanish language to urge agreement to any positive statement. It is common for them to say or write sentences like: \u201cShe has a job, no?\u201d or You are going home tomorrow, no?\u201d (Swan, M. and Smith, B., 2001)<\/p>\n
Double and even sometimes triple negatives are standard in the Spanish language as they are viewed as reinforcing, rather than contradicting each other. This leads to EL students making the common errors of sentences like: \u201cI don\u2019t have none\u201d or \u201cMy son doesn\u2019t eat nothing.\u201d (Swan, M. and Smith, B., 2001)<\/p>\n
B.<\/p>\n
As they say, practice makes perfect. For Spanish EL students, I would recommend repeated practice of word order. This can be done through worksheets, interactive programs on SmartBoards where they can manually manipulate the word order by touch, or even with the words in a sentence written on separate cards where the student can line them up in the correct order. The more they practice the precise placement of words in the English language, the easier it will come to them.<\/p>\n
V. Conclusion<\/p>\n
A.<\/p>\n
As previously mentioned, Spanish EL students face many challenges in learning the English language. The biggest challenge facing them is not only learning basic interpersonal communication skills (BICS), but also cognitive academic language proficiency (CALP) so that they can proceed with content area learning. The longer it takes an EL student to master CALP, the further behind they will get in learning the required subjects in school, or if they are moved along in the school system, the less they will be able to retain and learn.<\/p>\n
B.<\/p>\n
The pedagogical value of understanding Spanish EL students\u2019 predictable errors is that it provides educators with essential tools to help students learn. The more knowledgeable an educator is about the most common types of mistakes that EL students make, the more aware they are of the students\u2019 actual comprehension levels, and the better able they are to provide differentiated instruction to ensure success of the EL students. (Rico, 2012)<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"
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