This document provides information about a third grade student who recently moved to the US from Mexico. It notes that he has learned little English and his parents cannot help much with homework due to language barriers. It then shows examples of spelling, pronoun, verb and other errors in the student's work. Finally, it discusses instructional strategies and implications for teaching English to students learning the language, including vocabulary instruction, read-alouds, shared reading activities and writing practice.

1. Data Analysis and
Language Comparison-
Spanish and English
Meghan Wasilewski
ESL 502
Wilkes University

2. Biographical Data on the Student
 3rd grade student in the elementary building
 Moved to the U.S. two years ago from Mexico
 Learned little English while in Mexico and neither of his
parents speak English fluently
 It is difficult for his parents to help him with his
assignments because of the communication gap between
school and home

3. Spelling Errors
Errors Corrections
If your going to practice than so If you’re going to practice than so
am I. am I.
This is to much work. This is too much work.
I went shoping for a new pair of I went shopping for a new pair of
jeans. jeans.
The fone rang three times before The phone rang three times before
he picked it up. he picked it up.
Let’s meat around four o’clock Let’s meet around four o’clock after
after school. school.
I learned to galop in gym class I learned to gallop in gym class
today. today.
That marker is the color blew. That marker is the color blue.
My frends play soccer there. My friends play soccer there.

4. Pronoun Errors
Student Response Correct Response Error Occurred
Who book is that? Whose book is that? The wrong interrogative pronoun
is used.
Me ready for lunch. I am ready for lunch. “Me” is an objective 1st person
singular pronoun. The subjective
pronoun “I” should be used.
When I grow up, me want to When I grow up, I want to be an “Me” is an objective 1st person
be an eye doctor. eye doctor. singular pronoun. The subjective
pronoun “I” should be used.
Her is tall. She is tall. “Her” is an objective 3rd person
singular pronoun. The subjective
pronoun “she” should be used.
Mom and me went to the store. Mom and I went to the store. “Me” is an objective 1st person
singular pronoun. The subjective
pronoun “I” should be used.
Him is a good basketball He is a good basketball player. “Him” is an objective 3rd person
player. singular pronoun. The subjective
pronoun “he” should be used.
Them went to the ball game. They went to the ball game. “Them” is an objective 3rd person
plural pronoun. The subjective
pronoun “they” should be used.

5. Verb Errors
Student Response Correct Response Error Occurred
The mother and The mother and brother The incorrect linking verb
brother is raking up are raking up the leaves. is used.
the leaves.
The dad and sister is The dad and sister are The incorrect linking verb
fixing the swings. fixing the swings. is used.
I like the photos you I like the photos you sent Incorrect tense (present)
send me. me.
I arrive late to the I arrived late to the Incorrect tense (present)
party. party.
I solve the math I solved the math Incorrect tense (present)
problem. problem.
I never saw nothing. I never saw anything. Double negative
I haven’t had no luck I haven’t had any luck Double negative
with finding a job. with finding a job.

6. Spanish vs. English
Spanish English
Romance Language/Syllable Stress-Timed Language
Timed Language
Uses Latin Alphabet Uses English Alphabet
Quotation marks are not Quotation marks are used
used
5 pure vowels 12 pure vowels
5 diphthongs 8 diphthongs
3 double letter combinations 5 times as many
(cc, ll, rr)
Contains gender specific Nouns do not contain gender
nouns (masculine and
feminine)
No –ed ending on words -ed is used with past tense

7. Instructional Implications
 Provide frequent opportunities for students to learn
vocabulary indirectly and provide direct vocabulary
instruction daily
 Engage students in rich oral language experiences
 Read aloud to students on a daily basis
 Provide opportunities for students to read on their
own, and have students become word-conscious by
modeling and engaging in a word study.
 Students learn word meaning through conversations
with other people so implementing an activity daily
would be beneficial for everyone in the classroom.

8. Strategies used within a comprehensive
literacy program to target the needs of ELL
students:
 Oral Language Development
 Read- Alouds
 Shared Reading
 Small Group Reading Instruction
 Independent Reading
 Think- Alouds
 Shared Writing
 Process Writing (Writer’s Workshop)
 Independent Writing
 Phonemic Awareness/Phonics

9. Something to Remember
 Teachers should consider individual differences when
planning instruction.
 The ESL students are heterogeneous groups and differ in
many ways including age or arrival in a new
country, educational history, socioeconomic status, and
cognitive capacity.

10. References
 Benchmark Education Company. (1997-2012). Building
literacy for life . Retrieved from
http://www.benchmarkeducation.com/learning-
environment/ell-english-language-learner-teaching-
strategies--best-practices.html
 Learn spanish faster . (n.d.). Retrieved from
http://www.learn-spanish-faster.com/articles/spanish-is-
different.html