Language Comparison Poster

Language Comparison Poster

A Comparison of the Spanish and English Language

• Paul Mark Bradigan
• Wilkes University

• My case study came to the United States in 2010 from Puerto Rico.
• He dropped out of high school in Puerto Rico before the tenth grade.
• He enrolled in Job Corps in November, 2011.
• He is currently 22 years old.
• My case study is not proficient in his L1 (first language), which is Spanish.
• He taught himself how to speak English (broken) through exposure.
• He scored extremely low on his TABE (Test of Adult Basic Education) test
due to not being able to read or write English.
• He currently works with an English teacher in the Academic School on
letters, diphthongs, phonology, and gender.
• He is expected to take and pass a GED test within approximately 12
months of being enrolled in Job Corps.
• He is extremely motivated and willing to learn.

Differences in Spanish and English
• Spanish has only five vowels while English has 14.
• Phonologically speaking, Spanish does not have many
sounds produced in English, including certain vowels,
consonants, endings, suffixes/prefixes, and contractions.
• Spanish is a syllable-timed language; where-as English is
a stress-timed language.
• Spanish word order uses the noun before the adjective
and English word order uses the adjective before the
noun in sentence structure.

Similarities in Spanish and English
• Several words in the Spanish vocabulary look and sound
similar to English words; called Cognates.
• Both languages are derived from the Roman alphabet.
• Learning to read and write in both languages use the
same basic processes (phonemic awareness, decoding,
fluency, comprehension, writing mechanics).
• Sentence structure is very similar besides the noun-
adjective placement discussed in the previous slide.

Language Error Data

• Missing Articles

• I want be SGA (Student Government Association).
• I want to be in the SGA.

• I don’t know why I dropped high school.
• I don’t know why I dropped out of high school.

• I ready to be a leader Mr. Paul.
• I am ready to be a leader Mr. Paul.

Language Error Data

• Singular/Plural Nouns

• I have book from school.
• I have books from the school.

• You like photo of my family?
• Do you like the photos of my family?

• Mr. Paul, where you want movie?
• Mr. Paul, where do you want these movies?

Language Error Data

• Irregular Verbs/Verb Tense

• I go to store yesterday.
• I went to the store yesterday.

• I bring application with me.
• I brought my application with me.

• I take my swim test with Mr. Keith.
• I took my swim test with Mr. Keith.

Language Error Data

• Repeated Subject

• Like Mr. L’s class, his class hard because I know hardly any English.
• Mr. L’s class is hard because I hardly know any English.

• Puerto Rico it is not the same as here.
• Puerto Rico is not the same as here.

• Mr. Keith, he said the gym is open.
• Mr. Keith said the gym is open.

How does this affect L2 Acquisition
• Research shows that there is a direct correlation
between L1 and L2 proficiency.
• First language proficiency helps in the development of
literacy in the second language (Genzuk, 2011).
• Academic English proficiency development takes 4-7
years (Hakuta, Butler, & Witt, 2000).
• Since my student was not proficient in his L1, acquisition
of his L2 would be hindered.
• Even though my student’s L1 interference and lack of L1
proficiency hinder his capacity to learn another language,
similarities in his L1 and L2 will help narrow the
disparities.

Skills to Transfer from L1 to L2
• Engage students in activities derived from modern teaching
approaches.
• Successful bilingual readers use certain strategies for
comprehending both Spanish and English: focus on unknown
words, use cognates as a source for knowledge, monitor the
student’s comprehension, draw inferences, and allow
students to use prior knowledge (Jiménez, García, and
Pearson, 1996).
• ESL students should learn to read and write using content,
rather than focusing on grammar rules.
• Unsuccessful readers focus much less on comprehension as
their goal for reading (August, Calderon, and Carlo, 2002).

Conclusion
• L1 proficiency does affect L2 acquisition.
• Lesson plans should be receptive, focus on similarities of
the languages, and provide learning experiences that
focus on using the content.
• Activities should include pragmatics (real world
experiences) when planning reading activities to help
students with comprehension.
• Cognates should be used to build vocabulary and help
students with language transfer from their L1 to their L2.
• Sentence combining is a great way to develop writing
skills.

References

August, D., Calderon, M., & Carlo, M. (2002). The transfer of skills from Spanish to
English: A study of young learners. Washington DC: Center for Applied
Linguistics.
Colorado, C. (2007). Capitalizing on similarities and differences between Spanish and
English. www.colorincolorado.org/educators/background/capitalizing/
Retrieved July 10, 2012, from http://www.colorincolorado.org
Genzuk, M. (2011). Specially designed academic instruction in English (SDAIE) for
language minority students. Center for Multilingual, Multicultural Research
Digital Papers Series. Center for Multilingual, Multicultural Research,
University of Southern California. Retrieved from
http://www.usc.edu/dept/education/CMMR/DigitalPapers/SDAIE_Genzuk.pdf
Hakuta, H., Butler, Y. G., & Witt, D., (2000). How long does it take English learners to
attain proficiency. The University of California Linguistic Minority Research
Institute Policy Report.
Jiménez, R. T., G. E. García, and P. D. Pearson. 1996. The reading strategies of bilingual
Latina/o students who are successful English readers: Opportunities and
obstacles. Reading Research Quarterly, 31, 90–112.

Language Comparison Poster

More Related Content

What's hot

Similar to Language Comparison Poster

Recently uploaded

Language Comparison Poster