References



Ana G. Méndez University System Professional Studies School – “Programa Ahora”Turabo University – Gurabo CampusWorkshop 2Amy C Marty SantosS00985560Prof. Marta Dávila PérezTheories and Principles for Teaching English as a Second LanguageEDUC 3502. Two of the websites provided were available. The first, , offers different examples of classes that can be offered on conversational English. It is divided by skill and by topic. The second, , is named Sounds of English. As a site, it offers many useful resources divided by topic. It also contains different printouts of presentations that can be used as guides for Teaching English as a Second Language. 3. Phonology: The phonological system of Spanish is significantly different from that of English, particularly in the aspects of vowel sounds and sentence stress. These differences are very serious obstacles to Spanish learners being able to acquire a native-English-speaker accent. Coe (1987) says:"European Spanish speakers, in particular, probably find English pronunciation harder than speakers of any other European language."Spanish has 5 pure vowels and 5 diphthongs. The length of the vowel is not significant in distinguishing between words. This contrasts with English, which has 12 pure vowel sounds and 8 diphthongs. The length of the vowel sound plays an important role. It is not surprising, therefore, that Spanish learners may have great difficulty in producing or even perceiving the various English vowel sounds. Specific problems include the failure to distinguish the sounds in words such asship/sheep,?taught/tot,?fool/full?or?cart/cat/cut.Producing English consonant sounds is not so problematic for many Spanish learners, but difficult enough! They may have problems in the following aspects:failure to pronounce the end consonant accurately or strongly enough ; e.g.cart?for the English word?card?or?brish?for?bridge?or?thing?for?thinkproblems with the /v/ in words such as?vowel?or?revivedifficulties in sufficently distinguishing words such as?see/she?orjeep/sheep/cheapthe tendency to prefix words beginning with a consonant cluster on?s-?with an /ε/ sound; so, for example,?school?becomes?eschool?and?strip?becomesestripthe swallowing of sounds in other consonant clusters; examples:?nextbecomes?nes?and?instead?becomes?istead.Spanish is a syllable-timed language*. When Spanish speakers transfer the intonation patterns of their mother tongue into English, which is a stress-timed language, the result may sometimes be barely comprehensible to native English speakers. This is because the meaning or information usually conveyed in English by the combination of stress, pitch and rhythm in a sentence is flattened or evened out by the Spanish learner.References BIBLIOGRAPHY Shoebottom, P. (2011, January). The differences between English and Spanish. Frankfurt International School, Oberursel, Germany. Retrieved September 06, 2015, from The handout presentation on tools for Teaching English as a Second Language chosen was “Snapshots from Life: Enhancing Literacy, Student’s Reading and Writing through Digital Photography”. The authors are Michelle Campiglia and Sharon Alayne Windmayer, and they are part of the Fairfax County Public School System in Virginia. This presentation was given during TESOL 2009. The handout begins with a synopsis about the students participating the Transitional ESOL High School program in Fairfax County, VA. These students vary in age, from 18+, as well as in grade level, which goes from 9th – 11th. To be able to finish 12th and receive a diploma, they must transfer to another school. Contact hours are established, Monday to Thursday from 4:15 - 9:45 and Fridays from 4:15 - 6:00. This fact is important since most of the students arrive after a full time job, yet they are always enthusiastic. The goals of the project are then listed. The main goal is for the students to create a connection between home and school by photographing their experiences and environment and then write about the photo. After doing so, the photographs and essays are compiled into books and shared in the classroom. This process creates a literacy-rich learning environment, integrates technology into the learning process and uses Gardner’s Multiple Learning Styles. The printout then continues to describe the materials used, how the photo-books are created, different projects that can be created using the photos, and examples. Different forms are also presented like the Project Agreement, Camera Sign-out, Grading Rubrics, and Instructions for handling equipment. Finally, Possible Mini Grant Information is offered as well as different resources. ................
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