Language Comparisons

Kerri Donahue

Wilkes University

Spring 2012

Key Features of L1

Spanish language is pronounced phonetically

Informal and formal ways to address people

Different words may mean the same thing but are used in different contexts, for example ‘ser’ and ‘estar’

Inflections are used for nouns, verbs, and even adjectives which indicate the gender and number

The vowels in Spanish use an accent mark, for example ‘á’.

Sentences are punctuated by placing an upside-down punctuation mark at the beginning of the sentence to show an exclamation or a question

Compare and Contrast with English Structure

share related vocabulary

originate from Latin and Arabic

each have subjects and verbs in their sentences

Both have definite articles

In Spanish, the article changes depending on whether it is masculine or feminine and singular or plural

English uses an apostrophe ‘s’ to show ownership (not Spanish)

In Spanish all the infinitives have special endings

Spanish does not have long or short vowel sounds

Inter-language Development of Case study Student: Lily

Diagnosis of a learning disability

Falls into the WIDA Can Do Descriptors for grades 9-12-Developing

Most of the errors Lily* makes involve leaving out inflections

Lily also makes the error of leaving off the ‘s’ when showing possession and for plurals

Data Collection InsightsReading/Speaking:

Most errors in the category of omissions

Lily* omits the [‘s].

1. One possible reason for this is that Spanish does not show ownership with apostrophes.

2. It is also very common in Puerto Rican colloquial Spanish to drop the [s] at the end of words. Sometimes entire word endings are cut out altogether or are blended into one.

o Inflection errors, forgetting [ed], [ing], and [er].

-Probably because in Spanish the present tense is frequently used

English has more vowel sounds then Spanish has and Lily tends to pronounce many words incorrectly

Writing:

In Spanish there is more of a phonetic system of spelling, and Lily often spells things as she thinks they sound

Instructional Implications

Lessons need to be explicitly taught

Expose Lily to a vast variety of reading, writing, and conversational activities

Teach Lily* these endings and to help her practice them

References

Elorrieta, J. (2006). Holt Spanish !expresate! grammar tutor for students of Spanish: Level 1, 2 and 3. Orlando, FL: Holt McDougal.

Freeman, D. E., & Freeman, Y. S. (2004). Essential linguistics what you need to know to teach (pp. 2-48). Portsmouth, NH: Heinemann.

Liệu, T., Khảo, &., & Luận, &. (2010, March 31). (2010, March 31). Mother-Tongue interference in Spanish-Speaking English language learners’ interlanguage. Retrieved March 8, 2012, from Texas Woman’s University website: http://www.viethoc.com/ Ti-Liu/ bien-khao/ khao-luan/ mother-tongueinterferenceinspanish-speakingenglishlanguagelearners

Rubba, J. (2011, October 6). English phonology. In Phonology, phonics, and English spelling. Retrieved March 8, 2012, from Cal Poly State University website: http://cla.calpoly.edu/ ~jrubba/ phon/ phon.spel.html

Shoebottom, P. (2012). The differences between English and Spanish. Retrieved March 12, 2012, from Frankfurt International School website: http://esl.fis.edu/ grammar/ langdiff/ spanish.htm

Spanish language facts. (n.d.). Retrieved March 8, 2012, from www.language-capitals.com website: http://www.language-capitals.com/ spanish_facts.php

WIDA’s can do descriptors [Grades 9-12 CAN DO Descriptors ]. (2011). Retrieved March 8, 2012, from The Board of Regents of the University of Wisconsin System website: http://www.wida.us/ standards/ CAN_DOs/