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