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Savitski u11a1

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This document discusses the challenges a Spanish-speaking student named Sue faced in learning English. [1] Sue dropped out of high school and took ESL classes that were too advanced for her level. [2] She later learned English with help from her brother and coworkers. [3] The document analyzes challenges Spanish speakers face in pronouncing certain English sounds and with grammar rules like tense and pluralization.

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Alyssa Savitski ESL 502 Wilkes University
? Interviewed ¡°Sue¡± who came to the United States from Mexico in 1999. ? She took ESL at a local high school. However, she did not learn English because the students and the teacher were on a more advanced level than she was. ? Sue dropped out of high school in 11th grade to take care of her sister¡¯s children. ? She returned to Mexico for 2 years, then came back. ? Sue¡¯s brother and her co-workers helped her to learn English. ? She can read English better than she can write it. ? In Spanish, she is proficient at a 12th grade level. Her English is not as advanced.
Omission of letters /r/, /ir/ sound Pronunciation Hones- honest Beerd-bird Jes- yes Omission of /t/ sound /ir/ sound not present /j/ sound is pronounced in Spanish as a /y/ sound Fro-from Wite- write Wights- lights Omission of /m/ sound /r/ sound not present in /l/ sound is pronounced Spanish as a /w/ sound Jus- just Theerty- thirty Seemilar- similar Omission of /t/ sound /ir/ sound not present The letters ¡°si¡± are in Spanish pronounced with a long /e/ sound
SINGULAR/PLURAL WORDS TENSE AND ARTICLES It make no sense Incorrect form of We complete the Incorrect tense to me. ¡°make¡±- plural program. (past)- ¡°completed¡± I doesn¡¯t have a Incorrect form of car. ¡°doesn¡¯t¡±- singular Class was the Omission of the reason I didn¡¯t article ¡°the¡± at He get away with Incorrect form of like school. the beginning of a lot. ¡°get¡±- plural the sentence.
SPANISH ENGLISH ? Syllabic-language ? Stressed-time language ? Alphabet has 27 letters ? Alphabet has 26 letters ? Nouns are either ? Nouns do not need to feminine or masculine have article in the front (el, la) to make it masculine or ? Five diphthongs feminine ? Five pure vowels ? Eight diphthongs ? Twelve pure vowels
? /s/ and /z/ have the same sound in Spanish. ? /h/ sound is silent in Spanish, although words that begin with ¡°j¡± use the /h/ sound. ? In Spanish, there are no words that end in /t/ or /h/, therefore it is hard for them to pronounce it at the end of English words. ? The /ir/ and /r/ sound are not present in Spanish, making it difficult to pronounce them in English.
? Students whose L1 is Spanish may have a difficult time with producing certain sounds. ? This can lead to difficulty in writing English as well as speaking it. ? Written text may not be as difficult for L1 Spanish students, but understanding punctuation and where it belongs in text can be challenging.
? Vocabulary and reading are the most beneficial to students. ? Six strategies to help ELL¡¯s ? Cognitive ? Metacognitive ? Memory-related ? Compensatory ? Affective ? Social (Hancock, 2002)
? There are several various forms and dialects of the Spanish language. ? It is important for teachers to understand their students¡¯ backgrounds and how it will affect their L2 learning.
Hancock, Zennia. (2002). Heritage Spanish Speakers¡¯ Language Learning Strategies. CAL-Center for Applied Linguistics, EDO- FL-02-06. Retrieved from http ://www.cal.org/resources/digest/0206hancock.ht

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Savitski u11a1

  • 1. Alyssa Savitski ESL 502 Wilkes University
  • 2. ? Interviewed ¡°Sue¡± who came to the United States from Mexico in 1999. ? She took ESL at a local high school. However, she did not learn English because the students and the teacher were on a more advanced level than she was. ? Sue dropped out of high school in 11th grade to take care of her sister¡¯s children. ? She returned to Mexico for 2 years, then came back. ? Sue¡¯s brother and her co-workers helped her to learn English. ? She can read English better than she can write it. ? In Spanish, she is proficient at a 12th grade level. Her English is not as advanced.
  • 3. Omission of letters /r/, /ir/ sound Pronunciation Hones- honest Beerd-bird Jes- yes Omission of /t/ sound /ir/ sound not present /j/ sound is pronounced in Spanish as a /y/ sound Fro-from Wite- write Wights- lights Omission of /m/ sound /r/ sound not present in /l/ sound is pronounced Spanish as a /w/ sound Jus- just Theerty- thirty Seemilar- similar Omission of /t/ sound /ir/ sound not present The letters ¡°si¡± are in Spanish pronounced with a long /e/ sound
  • 4. SINGULAR/PLURAL WORDS TENSE AND ARTICLES It make no sense Incorrect form of We complete the Incorrect tense to me. ¡°make¡±- plural program. (past)- ¡°completed¡± I doesn¡¯t have a Incorrect form of car. ¡°doesn¡¯t¡±- singular Class was the Omission of the reason I didn¡¯t article ¡°the¡± at He get away with Incorrect form of like school. the beginning of a lot. ¡°get¡±- plural the sentence.
  • 5. SPANISH ENGLISH ? Syllabic-language ? Stressed-time language ? Alphabet has 27 letters ? Alphabet has 26 letters ? Nouns are either ? Nouns do not need to feminine or masculine have article in the front (el, la) to make it masculine or ? Five diphthongs feminine ? Five pure vowels ? Eight diphthongs ? Twelve pure vowels
  • 6. ? /s/ and /z/ have the same sound in Spanish. ? /h/ sound is silent in Spanish, although words that begin with ¡°j¡± use the /h/ sound. ? In Spanish, there are no words that end in /t/ or /h/, therefore it is hard for them to pronounce it at the end of English words. ? The /ir/ and /r/ sound are not present in Spanish, making it difficult to pronounce them in English.
  • 7. ? Students whose L1 is Spanish may have a difficult time with producing certain sounds. ? This can lead to difficulty in writing English as well as speaking it. ? Written text may not be as difficult for L1 Spanish students, but understanding punctuation and where it belongs in text can be challenging.
  • 8. ? Vocabulary and reading are the most beneficial to students. ? Six strategies to help ELL¡¯s ? Cognitive ? Metacognitive ? Memory-related ? Compensatory ? Affective ? Social (Hancock, 2002)
  • 9. ? There are several various forms and dialects of the Spanish language. ? It is important for teachers to understand their students¡¯ backgrounds and how it will affect their L2 learning.
  • 10. Hancock, Zennia. (2002). Heritage Spanish Speakers¡¯ Language Learning Strategies. CAL-Center for Applied Linguistics, EDO- FL-02-06. Retrieved from http ://www.cal.org/resources/digest/0206hancock.ht