Reflection Essential Linguistics Journal Writing Chapter 4 - By: L. Kocks

Review – What did you learn?

            There are 39 phonemes in the English language.  Assimilation is when the brain anticipates the sound that is coming after a letter such as in keep and cool.  Word recognition should be taught in individual components and the traditional approach is phoneme awareness.  Acquisition perspective is acquired through phonemic awareness but it is done subconsciously.

            Allophones of /t/ are comprised of six variations depending on the t’s position in a word.  Such as in the following examples top, kitten, tram, pot, letter, and stop.  All six involve physical differences of things like tongue placement, aspiration, puffs of air and air blockage (preglottalization).

            Dialects are variations in language marked by certain ways of pronouncing words, particularly in choices of vocabulary and variations in syntax.  Dialect could influence people learning to read or learning a second language.  Difficulties can begin to surface in exercises or tests of phonemic awareness. ELL’s have already developed the phonology of one language, and that knowledge may influence their perception of English sounds.

            While ELL’s are building their English language there are words that have the same sounds that are different letters and/or meanings.  Such as in:  den/then, breed/breathe, T-shirt/teacher. To a Spanish speaker the meaning of words are all the same no matter the sound or sounds.  This means that for teachers they need to focus on the meaning of words, not pronunciation or spelling.

            Phonemic awareness should be taught in context such as word recognition view; through songs, poems, rhymes, and language games.  It should not be taught in isolation.  The sociopsycholinguistic view states that if too much time is spent on phonemic awareness in isolation it takes away from independent/authentic reading which promotes acquisition.

Reflect – What did it mean to me?

            The entire chapter sends a message to teachers that text books should not be used with EL’s because the vocabulary is too difficult.  We need to allow our students to attach meaning to the words they are learning and not concentrate so much on pronunciation and phonemic mistakes.  If we allow our students to experience the vocabulary through visuals, drawing pictures, graphic organizers, songs, poetry, rhymes, and language games our students will be able to have a more absolute understanding of the language.

Refine – How will I use the information in my classroom?

            We are currently studying The American Revolution and I need to allow my EL students to experience Valley Forge.  We will start the lesson by showing some of the pictures below about The Winter at Valley Forge.  (pictures could not be posted to the blog)  Students will work with a partner and look at the above pictures.  They will verbally discuss what they see in the four pictures.  Students will write words on index cards of things that they are witnessing in the pictures.  Once they are finished writing down their words students will come back to the whole group.  The teacher will have the photos displayed on the overhead projector.  The students will come to the front of the class, verbally read their index card to the class, attach it to the board, and describe why they wrote that word on their card. 

After the students have completed their vocabulary splash the teacher will show The Liberty Kids Valley Forge, being sure to stop the video to discuss key points within the video.  When the video is done allow students to begin drawing a picture of themselves at Valley Forge.  Once the students have completed their drawings they can come back to the group to share.

An extension of this lesson may be to allow students to write a story about being part of George Washington’s Continental Army.  The students will be instructed to try and use some of the vocabulary words that we placed on the board.

Works Cited

Freeman, D. E., & Freeman, Y.S. (2004).  Essential linguistics, What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar.  Heinemann Educational Books.