archivodiapositiva_2123332323232325041.pptx

Diapositiva

1. ENGLISH & SPANISH LINGUISTICS: COMPARATIVE ANALYSIS Edwin Pacheco. MSc . UNIT 4  PHONOLOGICAL TEACHING IN FIRST AND SECOND LANGUAGE TOPIC 1  IMPLICATIONS OF FIRST LANGUAGE ON SECOND LANGUAGE ACQUISITION

2. SUBTOPICS Subtopic 1:  Phonological teaching in Spanish   Subtopic 2:  Phonological teaching in English   2

3. START UP https://padlet.com/epachecov/vf1hi36d01wy5na0 https://youtu.be/NnUhPhKvC2g

4. OBJECTIVE 4 To determine innovations to help ESL students overcome language-type problems and errors in both languages English and Spanish. Interpret the differences of the English and Spanish languages to assume their correct application in the development of the skills of a second language .

5. INTRODUCTION https://www.youtube.com/watch?v=n1i4wCuNHJU

6. 1.- Phonological teaching in Spanish DEVELOPMENT ACTIVITY https://www.youtube.com/watch?v=DKZnxpgod7o

7. 7 DEVELOPMENT ACTIVITY Phonological awareness is an awareness of the sounds that make up spoken language .  When we’re talking about phonological awareness , it doesn’t have anything to do with written letters (that would be phonics ). https://3.bp.blogspot.com/-6NRL-GJ-3ZA/Wx70ICdZJ8I/AAAAAAAAMlw/XHB6boCEwggm5oqYduqPD2dj3cinM5_WgCEwYBhgL/s1600/PA%2BUmbrella.png

8. 8 Research has shown that for young English- speaking children , developing phonological awareness can help them   learn to read and write . Research  also shows that strong phonological awareness in Spanish speaking children is correlated with success in emergent spelling (Manrique and Signorini , 1994). In other words, students who receive phonological awareness training are better able to spell words phonetically than students who do not receive the same training. http://learningattheprimarypond.com/wp-content/uploads/2016/02/Syllable-blending-game-500x375.jpeg

9. 9 One reason for this is that Spanish has a “ transparent orthography ” (Gorman and Gillam , 2003). This means that there’s a strong relationship between the spoken sounds and the letters with which they’re represented . Spanish words are pretty easy to spell , as opposed to English words ( especially those with complex vowel spelling patterns ). https://www.researchgate.net/profile/Matthew_Dye/publication/281306010/figure/fig2/AS:280142363545617@1443802552506/Example-stimuli-for-Phoneme-Judgment-Task-Participants-had-to-pick-the-odd-man-out-or.png

10. 10 What Spanish phonological awareness skills should we teach ? https://youtu.be/CPderfCMNEo

11. 11 What Spanish phonological awareness skills should we teach ? Just like in English, there seems to be a continuum of Spanish phonological awareness skills  (Gorman and Gillam , 2003). Some skills are easier than others . Students may progress along this continuum of skills as their phonological awareness “ grows .” http://learningattheprimarypond.com/wp-content/uploads/2016/02/How-to-Teach-Phonological-Awareness-in-Spanish-338x500.jpg

12. 12 Syllable segmentation https://www.youtube.com/watch?v=ccK3YZjInME

13. 13 Syllable segmentation Syllable segmentation is breaking words up into their syllables (the opposite of syllable blending ). For example , if the teacher says “elefante,” the students say “e-le-fan-te.” I love to incorporate movement into syllable segmentation ! You can have kids clap , tap their hands , tap their feet , or move their hands as they break words up into their syllables . https://ecdn.teacherspayteachers.com/thumbitem/Clip-the-Syllables-Hands-On-Syllable-Segmentation-022807500-1370732182-1454889723/original-721988-1.jpg

14. 14 Other Phonological Awareness Activities Rhyming https://www.youtube.com/watch?v=s9fbht9EqXE

15. 15 Rhyming Students can practice matching words that rhyme ( easier ) and generating rhyming words ( harder ). First , we sing the song a couple of times ( over a period of several days ). Then , I show students the lyrics on my interactive white board . As we sing the song again , I point to the words. I model finding words that rhyme and pronouncing them together . Students quickly catch on and begin helping me find words that rhyme in the song , other songs , and in rhyming books that we read .

16. 16 Initial phoneme matching https://youtu.be/BELlZKpi1Zs

17. 17 Initial phoneme matching Students can practice finding pairs of pictures that “ start the same ” (i.e. “sol” and “sonrisa”). For example , you can have them play the Beginning Sounds Memory game from the free toolkit . To play in a small group , turn all of the pictures face -up and have students practice naming them . You can also have students say the first sound of each word . Then , turn the cards face-down and play Memory . A match is made when a student turns over two cards that start the same . https://cdn.thisreadingmama.com/wp-content/uploads/2014/09/Letter-Sounds-Tic-Tac-Toe-Letter-Game.jpg

18. 18 Initial and final sound identification https://youtu.be/0uDRspbfrV0

19. 19 Initial and final sound identification Learning to identify the first sound and last sound in a word are helpful skills for emergent readers . When they are able to do this orally , it helps them   self -monitor when they apply this skill to print . For example , if a child misreads the word “loro” as “pájaro,” they should notice that the word “pájaro” should start with the /p/ sound and attempt to self-correct the error. But if a child doesn’t have a solid awareness of how to “listen for” the first sound in the word, they’re not likely to recognize this type of mistake . https://ecdn.teacherspayteachers.com/thumbitem/CVC-Word-Work-Identifying-Initial-Medial-Final-Sounds--5952566-1598293566/original-5952566-1.jpg

20. 20 Identifying phoneme placement in word https://youtu.be/5CWILLYWxUw

21. 21 Identifying phoneme placement in word In one study, they found a significant correlation between students’ beginning reading skills and their ability to identify the position of a sound in the word. An example of this type of task would be as follows: Teacher: “Dónde está la /a/ en uña: al principio, en medio, o al final?” Students: Al final. https://readingeggs.com/images/fastphonics/fast-phonics-alphabetic-code.jpg

22. 22 Additional notes about teaching phonological awareness https://www.youtube.com/watch?v=iIoZoh7EpGo

23. 23 Although phonological awareness can have a big impact on student’s reading and writing, the great part is that you can help them develop it in just a few minutes per day! Keep activities fun and brief – and remember that you can use them as transitions or attention-getters in the classroom. One other thing to keep in mind is that phonological awareness can develop through activities other than those that are just focused on phonological awareness. For example, as students learn to stretch out words and “listen for their sounds” to write them, they are developing their phonological awareness skills.

24. 24 When students struggle with phonological awareness or don’t really seem to be participating in whole group activities, try pulling them in a small group. Small group phonological awareness activities can be most effective for struggling readers. https://k12engagement.unl.edu/phonlogical%20awareness%202.png

25. 25 You can also try having students close their eyes when you have them “listen for” certain sounds or participate in phonological awareness activities. This helps them focus less on the visual stimuli around them and more on developing hearing and listening skills. https://www.lwtears.com/sites/default/files/MarchBlogImages_Phonics.png

26. BIBLIOGRAFÍA ( Taken from : Stern Saville-Troike , Muriel (2012). Introducing Second Language Acquisition . New York, USA: Cambridge University Press ) Whitley , M. S. (2002). Spanish /English contrasts : : a course in Spanish linguistics . Washington: Georgetown University Press . Eldredge , D. L., & Mayea-Rodríguez , L. (2015). Introduction to Spanish , English linguistics . Bloomington, Indiana (Estados Unidos: Xlibris . Saville-Troike , M., & Barto , K. (2017). Introducing second language acquisition . ( Taken from : Denton, Carolyn A, Hasbrouck , Jan E., Weaver, Laurie R. & Ruccio , Cynthia A. (2000). What do we know about phonological awareness in Spanish ? Reading Psychology , 21: 335-352.) https://www.colorincolorado.org/article/capitalizing-similarities-and-differences-between-spanish-and-english

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