Tammy Eison Journal 3

Review- What did you learn?

The learning perspective view wants language broken down into parts and taught directly to English Language Learners. Students will learn through exercises and then be able to apply to reading and writing. Method base focuses on making meaning. The ELL students acquire this through having conversations with others. This method doesn’t break down phonology into skills.

Allophones are the phones that make phonemes. There are about 39 phonemes in the English language. The pronunciation depends on the placement in the word. Assimilation of phonemes is where the brain anticipates the sound that comes next in the word. Phonemes are perceptual unites that differ from one another by the fact that they signal differences in meaning (Freeman and Freeman 2004, pg. 88)

Allophone of /t/ has six variations depending on the placement in the word.
This is more complex that /k/ that only has 2 allophones. The physical differences in sounds are tongue placement, aspiration, preglottalization (air blockage) and puffs of air.

Dialects are variations in language marked by certain ways of pronouncing words, particular choices of vocabulary, and even variations in syntax (Freeman and Freeman 2004, pg. 91). Your dialect could be regional, social or both. A person’s dialect could influence they way people learn to read or learn another language. However, if they are taught by the acquisition view it is not an issue with learning to read. Difficulties can occur in exercise or test of phonemic awareness. ELLs have already developed the phonology of one language, and that knowledge may influence their perception of English sounds (Freeman & Freeman 2004, pg. 92).

Another factor to consider is the phonological differences of languages. You can minimize problems between languages by focusing on constructing meaning. A great way to do construct meaning is teaching through content areas. In English we have the same sound for different letters and the words have totally different meanings ex: den and then. The Spanish speakers the words man the same, no matter the sound. As educators we need to focus more on meaning and not so much of the correct pronunciation or spelling of these words.

The word recognition view encourages the use of songs, poems, rhymes, and language games to contextualize phonemic awareness. The use of nonsense words only confuses the ELL when they try to make sense out of the word. The sociopsycholinguistic view is time spent on phonemic awareness is taking away for authentic reading which these students need to hear and practice independently to promote acquisition.  

Reflect- What did it mean to me?

            After reading this chapter, the part on dialect difference really struck home to me. I remember when I was in high school someone challenged me to take the south draw out of my speech. I practiced long and hard to prove that I could change the way I spoke. I have always been a fast talker so make sure that I am constantly checking with my ELL students to make sure they understand the lesson. When conferencing with my ELL parents I have to make a conscious effort to slow my speaking down so they too will understand what I’m trying to tell them about their child’s progress.

            I’ve always said that the English language has to be the hardest to learn because of all the different sounds that only one letter can make. This chapter confirmed my belief when I read about the 39 different phonemes that make up the English language and that one letter can have many allophones.

I love the idea of focusing on the meaning of the word and not so much on the pronunciation. A few years back all of our Kindergarten and First grade students had to take the DIBLES test. This test focus on the breakdown of phonemic awareness and the part of nonsense words was hard for my ELL’s. I was pleased to read that nonsense words are confusing to ELL because they are trying to make sense of those words.  As educators we shouldn’t be focusing so much on the individual break down of a word for any of our students and teach them the importance of the meaning of words.

Refine- How we use the information in your classroom?

            In my classroom we have played the game I have, who has. The students love to play as a class. However it has only been for letter, sight word, number and shape recognition. I had never thought of using it to help build vocabulary until last week in class. I plan to make up some new games to help my ELL have a better understanding of content vocabulary especially in Social Studies and Science.  

            Many times during the day my students use the turn and talk to discuss concepts being taught. I try my best to group my ELL students with an English speaker so they are hearing the language and acquiring the sounds in words rather than lessons on phonemic awareness. I have recently seen a student that spoke no English at the beginning of the year start to participate with his partner. Even though he is only mimicking what they are saying he is at least giving his second language a try.

            During literacy time the students are given time for independent reading practice. Then they will partner read which once again helps the ELL students hear and apply reading strategies. My students also have the opportunity to hear fluent reading during listening stations and Storia which is Scholastic e-books. I only hope that using these tools will strengthen the acquisition for their second language. We also use a lot of songs, poems and rhymes to learn concept in the classroom.

            I loved the lesson presented last week on the acrostic poem. I want to give that a try with my students to help build meaningful vocabulary. I plan to start having my students copy sentences to help improve with their writing.

  

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.