Isabella Garcia is a seven -year-old student at Cypress Green Elementary. Isabella is currently a second-grade student, and has attended public school since kindergarten. Her family is from Mexico and speaks predominantly Spanish at home. She is considered a Language Emergent Speaking (LES) student currently working through the school program English Speakers of other Languages (ESOL) called Wida. Isabella is currently working through a computer program called Imagine; which is designed to give ESOL students language support while becoming proficient in English. I would place Isabella currently at the Speech Emergence, the third stage in Second Language Acquisition. Isabella currently speaks using phrases and short sentences. Isabella can …show more content…
Three instructional strategies I would use to further support Isabella’s phonological and phonetic production is modeling, Dr. Seuss, and minimal pairs. Hypothetically, as Isabella’s teacher, I would give her one on one reading instruction. During this time, I would be modeling the pronunciation of [Ө] voiceless interdental fricative and [Č] voiceless palatal fricative, and read books that have words that utilize these sounds. Then, I would have Isabella practice reading the same books and pronouncing the [Ө] voiceless interdental fricative and [Č] voiceless palatal fricative correctly. In the book Hop on Pop, Dr. Seuss uses familiar sounding words like Father, Mother, and Brother that Isabella struggled pronouncing. Isabella likes reading, therefore reading books like Hop in Pop is fun way to practice pronouncing consonant digraphs that are unfamiliar to the native Spanish speaker. Finally, minimal pairs is a great learning strategy for Ell’s like Isabella, who need support pronouncing similar consonant digraphs sounds that are found in English words. Isabella would create a vocabulary journal that has a minimal pairs section. Isabella loves to draw and write words, so she will draw the words she struggles pronouncing in her journal. In this case, circling her picture and word brother, Isabella will …show more content…
338). While Isabella was telling me about the life cycle of a plant, she struggled with saying the word sprouted. I said the word and she tried pronouncing the word “sprout” carefully pronouncing the “t” at the end; yet, she still was unable to recognize the past tense sound “ed”. According to Colorin Colorado! Organization, native Spanish speaking students struggle with recognizing past tense sounds like “ed” (Capitalizing on similarities and differences between spanish and english., 2017). Additionally, Isabella misused morphemes while describing what happens to a seed after is has sprouted when she said, “The roots came” instead of “The roots grew”. Additionally, Isabella misused a morpheme when she said, “I like to draw words” instead of saying “I like to write words”. English Language learners need support when faced with morphological challenges, like the pronunciation of past tense words. Carefully choosing instructional strategies that support Ell’s with proper word formation will ensure students can correctly articulate inflectional and derivatives morpheme
In the course of reading two separate texts it is generally possible to connect the two readings even if they do not necessarily seem to be trying to convey the same message. The two articles, “Mother Tongue” by Amy Tan, and “Coming Into Language” by Jimmy Santiago Baca, do have some very notable similarities. They are two articles from a section in a compilation about the construction of language. The fact that these two articles were put into this section makes it obvious that they will have some sort of connection. This essay will first summarize the two articles and break them down so that they are easily comparable; also, this essay will compare the two articles and note similarities and differences the texts may have.
In the novel “How the Garcia Girls Lost their Accents”, Julie Alvarez gives the reader multiple accounts that narrate the difficulties of four sisters growing up in unfamiliar lands. The Garcia girls are Carla, Sandra, Yolanda and Sofia, and Alvarez speaks the most through Yolanda 's narrative. The sisters were born in the Dominican Republic and were exiled to the United States as children with their loving mother and traditional father. Papi Garcia grew up during an era where women were not supposed to be left alone which transformed him into a protective father and moving to a new life raised his fatherly instincts to a greater height. The novel starts in 1989, with the Garcia girls as American adults. The novel starts to flow backwards
Immigrants come to America, the revered City upon a Hill, with wide eyes and high hopes, eager to have their every dream and wild reverie fulfilled. Rarely, if ever, is this actually the case. A select few do achieve the stereotypical ‘rags to riches’ transformation – thus perpetuating the myth. The Garcia family from Julia Alvarez’s book How the Garcia Girls Lost Their Accents, fall prey to this fairytale. They start off the tale well enough: the girls are treated like royalty, princesses of their Island home, but remained locked in their tower, also known as the walls of their family compound. The family is forced to flee their Dominican Republic paradise – which they affectionately refer to as simply, the Island – trading it instead for the cold, mean streets of American suburbs. After a brief acclimation period, during which the girls realize how much freedom is now available to them, they enthusiastically try to shed their Island roots and become true “American girls.” They throw themselves into the American lifestyle, but there is one slight snag in their plan: they, as a group, are unable to forget their Island heritage and upbringing, despite how hard they try to do so. The story of the Garcia girls is not a fairytale – not of the Disney variety anyway; it is the story of immigrants who do not make the miraculous transition from rags to riches, but from stifling social conventions to unabridged freedom too quickly, leaving them with nothing but confusion and unresolved questions of identity.
She spoke English and Spanish with enough fluency that other people could understand her. She tended to stutter when she was very excited about what she had to say and was coached by her mother to slow down and gather her thoughts. She was able to count to twenty in Spanish and to 100 in English. Her English vocabulary was much more extensive than her Spanish vocabulary because she only learned Spanish at school and did not have anyone else in Spanish besides Kayden that knew Spanish. When counting, Imani used her fingers to show what she was counted and from her facial expressions thought hard about the next number that would come next. She understood the differences in size and would use words such as “taller” and “shorter” to describe the people around her. Imani also used the word “more” when she saw how much food she had compared to Kayden.
Oftentimes, societal problems span across space and time. This is certainly evident in Julia Alvarez’s How the García Girls Lost Their Accents a novel in which women are treated peripherally in two starkly different societies. Contextually, both the Dominican Republic and the United States are very dissimilar countries in terms of culture, economic development, and governmental structure. These factors contribute to the manner in which each society treats women. The García girls’ movement between countries helps display these societal distinctions. Ultimately, women are marginalized in both Dominican and American societies. In the Dominican Republic, women are treated as inferior and have limited freedoms whereas in the United States, immigrant
This book is a story about 4 sisters who tell their stories about living on an island in the Dominican Republic , and then moving to New York . What is different about this book is the fact that you have different narrators telling you the story , jumping back and forth from past to present . This is effective because it gives you different view point’s from each of the sisters . It may also detract from the narrative because of the fact that it’s confusing to the reader . This is a style of writing that has been recognized and analyzed by critics . Julia Alvarez is a well- known writer and in a way , mirrors events that happened in her own life , in her book . Looking into her life , it show’s that she went through an experience somewhat like the sisters . I interviewed an immigrant , not from the same ethnic back ground as the sisters , but a Japanese immigrant . This was a very
The article Mother Tongue, by Amy Tan is a personal look into how language, and the dialects of that language, can affect a person 's life. It 's a look into how the people inside the cultural circles who use dialect derivatives of a major language are treated by people who exist outside of those cultural circles. It shows us how society treats a person using a "broken" or "limited" dialect, and how society 's treatment of these people can also affect the children who grow up using these "broken" dialects. Tan wrote this article try and convey to the reader that English is a colorful, and ever-changing language that has many dialects. Tan makes the point, several times throughout the article, that society judges you based on the type of English that you use. Throughout the article, Tan uses both her mother, herself and society 's treatment of them as evidence to support her idea. The purpose of pointing this out is to show the reader that the language a person uses, whether it be taught to them in school or by a parent at home, isn 't indicative of a person 's intelligence or value, and they shouldn 't be judged as less for using it.
Richard Rodriguez offers an alternate yet equally profound truth: While our heritage and culture may remain forever tied to and expressed in our native or "home" language, only through the dominant language of our country (English in most cases) can we achieve a place in society that gives us a feeling that we belong amongst everyone else. The only way we can truly become a part of our community and fit in is to dominate the current spoken language. In the United States, the dominant language is Standard English. In this excerpt from "Aria," a chapter in his autobiography entitled "Hunger of Memory": The Education of Richard Rodriguez, Rodriguez discusses public and private languages, and agrees that his achievements in English separated him from his Spanish family and culture but also brought him "the belief, the calming assurance that [he] belonged in public." We as human beings want to feel we belong. We search for that place in society where we are most comfortable all our lives. One should consider the benefits of mastering the dominant language of the society they live in, but should also take into account the harm of taking your native language for granted. I will attempt to explore both of these considerations and examine Rodriguez place in life now, by stating the facts of who is now by the childhood decisions that were made.
When I read Understanding Oral Language I started learning straight away. We all have an idea of what language is, but I learnt important key terms to do with language such as semiotic systems being the way meaning is communicated. I also learnt a lot when reading about the properties of language and how much structure and thought goes into communicating. I found it even more interesting reading about the categories of language functions. I think the one I was most drawn to was Joan Tough’s seven language functions. I agree that all seven functions are a good way of assessing children and also further developing language and communication skills.
Establishment consisted of teaching the children correct placement of articulators to produce the targeted speech sound across all word positions. The randomized-variable practice began once the child could produce the sound 80% of the time in certain syllables. It usually took children 1-5 sessions to complete the establishment phase. Random teaching tasks such as imitated single syllables, imitated single words, nonimitated single words, imitated two-to-four word phrases, nonimitated two-to-four word phrases, imitated sentences, nonimitated sentences, and storytelling or conversations were selected in the second phase. Participants remained in this phase until they obtained 80% mastery across two
childhood and renewed life style were she learned how to distinguish one language to another
Jimmy Santiago Baca had spent five years in a maximum security prison when he decided to make a choice that many inmates do not have the opportunity to make; he decided to learn to read and write. This choice impacted his entire life and led to him not only becoming a reformed individual while in prison, but also an award winning poet, novelist, and memoirist. In his writing, Coming into Language, Jimmy Santiago Baca described himself before he started writing as feeling lost only to find himself through his writings. He wrote,
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
18-22 months a two-word stage. 22-36 months the child is learning word modifications and rules for sentences. Age 3-7 or 8 years old mastering ASL
Have you ever been to another country, state, or even city and realized how different your accent may be? Have you been asked to repeat a word or phrase that you may say differently? Sometimes we were asked for a good laugh, but that’s not always the case. In “How to Tame a Wild Tongue” by Gloria Anzaldúa and “Mother Tongue” by Amy Tan, both authors use personal narrative to demonstrate how their lives and identity are affected by their language and culture.