DMontgomery Journal 3 - Chapter 4

DMontgomery Language Analysis Case Study

Chapter 4: Implications from Phonology for Teaching Reading and Teaching a Second Language

Review – What did you learn?

Allophones: Phonetic Variations

Phonemes are sounds that words are made up of. In all languages there are a group of sounds that are called phones. “The phones that make up one phoneme are called its allophones (“all the phones”)” (Freeman & Freeman, 2004, p. 87).  The word recognition view tells teachers to teach individual components. This is the traditional approach. However, the acquisition view tells phonemic awareness is subconscious. Students have the ability to manipulate the phonemes, but they do not know they are doing this. Teachers give students activities that center on meaning. Krashen is the main person behind this view.

Allophones of /t/, a complex case

            There are six variations, depending on the “t’s” position in a word. For example, top, kitten, train, pot, letter, and stop. All six involve physical differences in tongue placement, aspiration, puffs of air, and air blockage (preglottalization) (Freeman & Freeman, 2004).

Dialect Differences

            There are dialect variations in language apparent by certain ways of pronouncing words, particular choices of vocabulary, and even variations in syntax. These dialects can influence people learning to read or learning a second language. Difficulties can surface in exercises or tests of phonemic awareness. ELs already developed the phonology of L1. That knowledge may influence their perception of English sounds. For example, car keys vs. khakis (Freeman & Freeman, 2004).

Language Differences

            In English, the same sounds form different letters and therefore produce different meaning. For example, den and then, breed and breathe, t-shirt and teacher. To the Spanish speaker, the meaning is the same no matter the sound. Teachers, should therefore, focus on meaning and not necessarily the pronunciation (Freeman & Freeman, 2004).

Additional Concerns About Phonemic Awareness

            The word recognition view says to teach use phonemic awareness exercises. Poems, rhymes, language games can all be taught in context. Nonsense words should not be taught since ELs might think they are real words. Skills should be taught in isolation according to this view.

            The sociopsycholinguistic view thinks time should be spent on real reading. Time spent on phonemic awareness is seen to be wasted. Children do not have enough time to read independently if they are doing drills (Freeman & Freeman, 2004).

Reflect – What did it mean to you?

             I agree with Krashen’s view stating that children can learn phonemic awareness through reading. Individual skills do not need to be taught out of context. I do see the need for teachers to actually point out how words are alike or different while reading. They can read through the text first, and then go back to work with certain skills, if needed.

            Spanish speaking children and English speaking children pronounce words differently. For example, “d” is pronounced instead of “th” in the word them. The “th” sound is not a sound in Spanish. I have also come across “sh” for “s” in some words with Spanish speaking children.

            I have noticed differences in dialect over the years. There are so many adults who say they do not understand me when I am talking. This does not need to occur in schools. Teachers just need to be aware of the differences and take those into account when children are reading. Of course, sometimes children must clarify what they mean if the teacher does not understand what they are trying to say. There are differences between people from the North vs. the South in the United States. Therefore, there will be even bigger differences between Spanish, German, and English dialects. Teachers just need to make sure children are understanding the meaning of what is read, and focus less on the pronunciation of the words as long as it is close to the correct one.

Refine – How will you use the information in your classroom?

            My classroom focuses on student meaning and not just pronunciation of words. Students need to feel they are doing a good job. Therefore, they are rewarded for reading gains. Activities used in class on Thursday will be utilized in my classroom. For instance, the game where words were put into pieces of wood will be employed for vocabulary building (Homann, 2013). This reminds me of the “Guess Who” game I like to use. Students have to describe the person they chose. I would use this concept for vocabulary. Students think about the meaning of a word and use words to describe the meaning. “I Have Who Has” is also a useful game for ELs. Students must use their listening skills to figure out who goes next. I would employ this game to key in synonyms, antonyms, or homophones. This can be changed for any subject area.

            The memory game presented in class would also be useful (Homann, 2013). Students must remember the placement of words to find the match. Another way I have utilized this game is to match money to its amount. This way the students  must be able to count the money and then match it to the numbers that represent that amount. Today, I took multiplication facts and answers to practice math.

            I would even use a game format to practice new words being presented. Students would have a choice of two or three pictures to go with words. The student would then match the word to the correct picture. Of course, I would go over the words and pictures at the introduction of the lesson.

            So many times children will try hard if they are playing a game. Students do not seem to notice they are even learning. They seem to focus so much more during a game format.

                                                References

Freeman, D. E., & Freeman, Y. S. (2004). Essential linguistics, what you need to know to teach     reading, esl, spelling, phonics, and grammar. Portsmouth: Heinemann Educational         Books.

 

Homann, L. (2013). Activity shown in class.