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Guenter u11a1 language comparison data analysis poster & presentation
 

Guenter u11a1 language comparison data analysis poster & presentation

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    Guenter u11a1 language comparison data analysis poster & presentation Guenter u11a1 language comparison data analysis poster & presentation Presentation Transcript

    • ESL 502 Lindsay Guenter
      • POSTER OVERVIEIW OF PRESENTATION
      • There are three key contrasting features of English & Spanish.
      • This relationship between the two languages impacts errors.
      • There are instructional tools teachers can implement to correct these specific language errors.
      • SPELLING
      • NOUN FORMS
      • VERB TENSES
    • SPANISH ENGLISH
      • Phonetic spelling
      • Every letter represents one sound
      • Make reading and writing logical and consistent
      *Perplexing spelling *Even native speakers come across words they do not know how to spell or pronounce *English spelling does not look like the pronunciation *For example: -enough -bough -dough -though -cough
    • SPANISH ENGLISH *Masculine & feminine forms *Any article or adjective must agree in gender *English uses no gender in grammar except for personal pronouns *For example: -he -she -his -her -hers
    • SPANISH ENGLISH *Spanish verbs must agree with the subject *There are many different forms in every tense of a verb *For instance, eat in Spanish is comer *A few forms of eat are -como -comes -come *A few forms of ate are -comi -comiste -comio *English has 3 forms for the present of the verb to be -am -is -are *English has 2 forms of other simple present affirmative verbs -do/does -work/works *And only 1 form in the past tense -did/went *Therefore, there are not SEVERAL different forms for every tense of a verb
      • This YouTube clip demonstrates the difference in noun forms and verb tenses while singing the familiar childhood favorite.
      • http://www.youtube.com/watch?v=AaHNmJIohpI&feature=fvsr
      • A kindergarten teacher may observe phoentic spelling in kidwriting.
        • wuz (was), iz, (is), kud (could)
        • In these examples, one letter represents each sound.
        • English has about 40 phonemes while Spanish has about 22.
      • In my data analysis, I observed native Spanish speaking students omitting or incorrectly use gender subject pronouns.
      • This is common in Spanish ELLs because subject pronouns are often ommitted in Spanish sentences.
      • For example:
        • I like to play with my toys and my brother because she plays with me.
      • Spanish ELLs use incorrect tenses or create new forms for tenses.
      • This is because Spanish verbs must agree with the subject and there are many more forms of verb tenses in Spanish.
      • For example:
        • “ Yes, you was talking.”
        • “ When we eat dinner she leave. She come home in the morning when the sun come up.
      • Phonetic spelling is related to the complexity of the English vowel system.
      • ELLs struggle to identify vowel sounds for many reasons.
      • When a vowel is followed by a nasal sound, the vowel picks up some of the nasal quality.
      • In ELL kidwriting examples, I have observed students write went as wet because ELLs recognize the nasal ‘n’ sound as part of the vowel, not a separate phoneme.
      • The Freemans sums it up perfectly, “ Educators who understand the complexity of the English vowel system can better appreciate the difficulty children have as they attempt to represent these sound as they write ” (Freeman, D. & Freeman, Y., 2004, p. 60).
      • According to Freeman and Freeman (2004), there are about 15 vowel sounds in American English that are represented in several different ways.
      • In contrast to American English, Spanish has only 5 vowel phonemes, and NONE correspond exactly to any English vowel.
      • Prolific reading and analytic activities help students to spell accurately.
      • “ The best way to help students become more proficient spellers is to involve them in problem-solving activities so they can make sense of the English spelling system ” (Freeman, D. and Freeman, Y., 2004, p. 60).