Felicia data analyses


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Felicia (4th grader) learning English as an additional language: Language & literacy data and preliminary analysis

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Felicia data analyses

  1. 1. FeliciaPreliminary Analysis
  2. 2. Who is Felicia?Felicia, a 9 year old 4th grader was born in Mexico. She moved to the US(Chicago) at age 5. She lived there 2 years and then moved to Colorado.Felicia (age 9) now lives in Aurora with her mother, brother (13), and 2 sisters(5 and 3). Dad remains in Chicago.Spanish and English are spoken in the home. Mother speaks Spanish andunderstands conversational English. Felicia sees it as her responsibility to helpher mother learn English and help her 5 year old sister with English homework.She receives much praise for this role in the family.The family shops in nearby stores where Spanish is often spoken. Their churchis a Spanish language congregation with many newcomers to the US. There ismuch Spanish language opportunity, reinforcement and support. The familyhas located the local library but has not yet explored this resource. There isthe potential for Spanish and English literacy support at home. There are somenewspapers, periodicals and a few books in the home (primarily religious).
  3. 3. Oral Language Sample: Felicia (9 yrs.)• 1 )K. I want you to tell me all about you. So, what can you tell me about• 2) you?• 3) F. Ummm• 4) K. What’s your name, age? What do you like?• 5) F. I like to play at the parks, to ride my bike, and play wid my• 5) sisters. Dats what I like. What I don’t like is when my broder• 6) [laughing] when my broder is [...] [No response] I go to da badroom and• 7) den you know dere is the swishes dat you can like, da swishes from da• 8) electricity he da [she motions] den I get scared.• 9) K. He puts it off when you go to the bathroom?• 10) F. Ya• 11) K. What a mean brother! Is he an older brother?• 12) F. Ya.• 13) K. Tell me about your family.• 14) F. *…+ *No response]
  4. 4. Felicia (continued 2)• 15) K. Who do you live with?• 16) F. My mom live here Dember… my dad live [chi-CA-go], and my broder and my sisters live Dember.• 17) K. Do you go back to Mexico to visit your family a lot?• 18) F. No. My like to live wit da…wit [pause] the [pause] her• 19) other kids dat she have.• 20) K. Oh, so your mom’s brothers and sisters.• 21) F. Ya• 22) K. Where do they live?• 23) F. Mexico.• 24) K. So, do you go back to Mexico to visit them a lot?• 25) F. No, my mom, my coming [pause] and she bring like a lot of• 26) stuff.• 27) K. She does? Like what”• 28) F. Remember dat day I told you dat [pause] that she bring like a little• 29) toy dat my sister said a baby and like, it was a little toy dat [pause] that• 30) [motions like a puppet] what you call those things?
  5. 5. Felicia (continued 3)• 31) K. Sometimes in English you call them a marionette. With strings? Do• 32) K. you know what you call it in Spanish? Or it could be called a puppet.• 33) F. Ya, a puppet.• 34) K. Where were you born?• 35) F. Mexico• 36) K. How long did you live there?• 37) F. I went to [chi-CA-go] since I have five and . We went• 38) my [pause] no [pause] ya [pause] Marsh twenty-one. We• 39) went to [chi-CA-go]• 40) K. You went to Chicago or you are going to Chicago?• 41) F. We WENT to [chi-CA-go] when we were in Mexico, we• 42) went to [chi-CA-go] when I was five and a• 43) K. How long did you live in Chicago?
  6. 6. Felicia (continued 4)• 44) F. when I was eight.• 45) K. How long have you lived in Colorado then?• 46) F. [pause – thinking] one year• 47) K. So, where did you go to school when you came to Colorado?• 48) F. what was that school? It is like not far dis school. Close.• 49) K. Is that where you went last year?• 50) F.Dat is the second school I have. So da first school dat I went• 51) Colorado was one. Oh ya da same.• 52) K. So, last year and the year before that you went to the same school?•• 53) F. Ya
  7. 7. Language Strengths Errors Strategies usedSystem (# &/or type) (# &/or type)Phonology Word-final & After some pauses, F.(pronunciation) Aside from noted internal /th/ [7] sometimes errors, F. is able to (with - wid) (Brother- pronounces these pronounce many broder( problematic English phonemes in Word-initial /th/(that- phonemes correctly a manner to be dat) [19] understood Word-final & internal (ch-sh) [2] (switches-swishes) Shifts /n/ alveolar nasal to /m/ bilabial nasal in front of /b/ bilabial voice stop [2] (Denver-dember)
  8. 8. Syntax Aside from subject- Omits 3rd person Uses verb “root” –(grammar) verb agreement, singular present regardless of verb conjugations, (she lives-live) accurate ending – to and some misuse of Confuses “have – get message across past tense, F. was has” (3rd person able to use a range plural for 3rd person of simple verbs singular) correctly, has basic grasp of Subject- verb sentence structure, tends to speak in fairly complete sentencesLexicon Has most of the Vocabulary limited Used approximation(vocabulary) vocabulary needed to try to describe – or strategies – to item & prompt communicate about partner to guess the daily events & word simple life topics
  9. 9. Morphology Her use of Incorrect word(words, clipping is not usage (puts-turnsmorphemes) unlike what on) [2] practices of native English speakers. (Grandma- granma)Semantics Uses(making meaning) She is able to circumlocution make meaning & when she cannot express meaning “grasp” the word she wants to usePragmatics F. Responds to the F. Does not interviewer’s initiate any questions in a interaction in the respectful conversation manner, motivated, take risks to share her ideas
  10. 10. Felicia’s reading (miscues in green) wanderin cry it Andrew found the bear cub wandering in the woods. It was crying for its mama. don’t happen know [skipped]The cub didn’t know what had happened to her. But Andrew knew. He had heard a shot. wonder cried (s-c)Who could be so mean to shoot a mother bear with a cub? he wondered. Andrew carriedthe cub home. “What in heaven’s name are we to do with a bear cub? asked his mother.“I’ll take care of him,” said Andrew. “I’ll feed him and teach him tricks.” “Tricks!” said his don’t colded (s-c)mother. “Whoever heard of such a thing!” But she didn’t say he couldn’t keep the cub.And so he did.
  11. 11. Recording & analyzing Miscues Meaning Structure Visual (Semantics system) (Syntactic or morphological (Graphophonic, phonological, systems) or morphological systems)“cried” (self-corrected & “Wanderin” (wandering)changed to carried) Some overlap here with “Cryin” (crying) omission of suffix (past-“colded” (self-corrected & tense morpheme – ed)changed to could’t) “it” (its)Skipped “heard” ? (had? “wonder” (wondered)heard?) “don’t” (didn’t) *2+ “happen” (happened)
  12. 12. Felicia’s writing• Holl my nema is Felicia and I am goin to toll you! how I felt wen I cuart to chukichses and about spashel palses. On Februery 30 on 2010 I wen to Chukichses and I felt happy!. I had so mahs fun in Chukichses that mak me happy I finesh so I am goin to talk about sposhel palses. I taking that wen goto a sposhel pals I always feel happy so if you go to a sposhel palses I thaking you wall feel happy. That is all about C.K.S. and spshel palses.
  13. 13. Patterns Strengths Needs StrategiesPhonetic spelling Starting to Spelling not yet Seems to knowSome visual acquire visual conventional letter for someletter patterns memory of HF words, but off letters Visual memory on sequence games for Uses punctuation conven’l spelling (period), capital letters for proper name & monthDeletes word- Letter-soundfinal letter (in match for wordpronunciation & final & past tensespelling) verb (-ed morpheme)Over-emphasis Seems to hearon “sounding syllableout/stretching distinctionout” consonantblends