Gross u11a3
- 2. Transfer from L1 to L2: Spanish to EnglishAnalyze student’s native language development.How is it different from that of the language they are trying to learn?Evaluate one’s ability to understand the culture in which the language is being used.Evaluation of semantics, words within the language that have multiple meanings. Allow time 4-7 years for the transfer process to be successful from L1 to L2.
- 3. Errors:Errors in L2 development similar to errors made in L1 acquisition. Early errors include: Auxiliary verbsThis could be due to the varied zone of development stage and the learning style of the student. A students mind development influences how they process information.The ability for a young native Spanish speaker to attain the acquisition of auxiliary verbs and verb tenses directly correlates to his zone of proximal development-his/her capacity to understand the outside world.
- 4. Analysis of errors:Piaget TheoryAccording to Piaget, errors made in early language development of L1 or L2 language acquisition may be due to a student’s inability to correct errors before they are fully developed. Errors are not due to students intellectual ability but rather their stage of development in correlation to their age in years.
- 5. Difference in grammar between Spanish and englishSpanish use of genderVerb Conjunction variations
- 6. Instructional strategies:*Word walls- These could be used to help facilitate the structure of the language by using different colors for different types of words. *Realizing the similarities between their native language (Spanish) and their newly acquired language of English. Spanish and English share many prefixes (re, des, dis, im, in, co, extra, inter, trans, anti) and some suffixes (s, es, ado, able). Using their prior knowledge and showing the similarities will aid in ELL’s ability to transfer from L1 to L2 in both oral and written language, as well as, reading.
- 7. Challenges/ Implications:*ELL’s who are learning English have difficulties with the common visual language is effective in enabling students to transfer their patterns of thinking from Spanish into English. (Hyerle 1996).*Teachers need to modify the language of test questions to avoid jargon or unnecessarily complex sentence construction can increase ELL performance (Abedi & Dietel, 2004).*Develop ELL’s reading skills. Provide ELL’s with opportunities to read and write in meaningful contexts, in their first and second languages. Integrate technology to support writing instruction and motivate students to use written language to communicate. Encourage students to develop literacy skills in their native language, and then transfer these skills to learning English.*Connect with students' families and culture. Use cultural teaching methods. Incorporate culture and native language, introduce multicultural literature, and draw on the expertise of community members. Give ELL student’s opportunities to teach others about their first language and home culture.*Vary assessment strategies. Use wide-ranging assessments, including observations, portfolios, and performance assessments.
- 8. Conclusion:Teachers must used a wide variety of research based strategies, pedagogy, and instruction to support the transfer of language from an ELL’s L1 to L2, as well as, new language acquisition with no prior language development in order to build oral and written proficiency levels.