Date post: | 13-Jun-2015 |
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Technology |
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Data Analysis Journal
ELL is a 4-year-old Pre-K student
Born in the United States
Spanish-speaking parents born in Uruguay, came to US in 2005
Student began daycare at age of 2
Data was collected through classroom observation and conversation
Spoken Language Errors
Number of spoken errors documented while observing student:
Random Errors – 20
Article Errors – 12
Verb Omission – 6
Subject-verb Agreement – 5
Verb Tense Errors – 8
Uruguayan/Brazilian “Fronterizo”
Dialect Characteristics:
Vowel /a/ may be articulated in unstressed syllables
Mid vowels /e/ and /o/ are normally raised to [i] and [u] in unstressed syllables
The place of articulation of preconsonantal /s/ may be retracted to the palato-alveolar position, yielding voiceless [ʃ] or voiced [ʒ]
English and Spanish Language Comparison
English Language Eight pure vowel sounds
Twelve diphthongs
Length of vowel sounds is important
Stress-timed language
Spanish Language Uses Latin Alphabet
Vowels can take acute accent
Additional letter ñ
Five pure vowel sounds
Five diphthongs Syllable-timed language
Grammar Comparison
Many aspects of verb grammar that are similar in both languages. This can make the transition of learning an L2 much easier for the ELL.
Major problems for Spanish learners: No one-to-one correspondence in the use of the tenses.
ELL may incorrectly use a simple tense instead of a future or progressive tense.
The formation of interrogatives or negatives in English—
The absence of an auxiliary in such structures in Spanish may cause an ELL to say: “Why you say that?” or “Who he saw?”
Summary
To be effective, teachers must comprehend differences among their students in many individual characteristics.
Age is often mentioned as an influence on language learning success.