Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis

1. Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis Jessica Brightman Advisor Dr. Arrizabalaga 16 May, 2013 Spanish Capstone Project Language & Linguistics

2. Index • Significance of Study + Abstract • Spanish in a globalizing world • Language and it’s customs • Traditional and modern teaching methods • The articulatory praxis • Phonetic praxis • Language Interference • Future Spanish Instructors

3. Significance of Study • Who do we study first, the student or the instructor? • What are the best methods to teach and learn Spanish as a second language? • Is it possible to have a teaching model that reduces the possibility of language interference? • What is the ideal method for teaching Spanish through phonetic practices? http://youtu.be/JxQUbUyQlxs

4. Abstract • It is impossible to confirm that there is one single way to teach Spanish to non-native speakers, there is however a speaking praxis that comes out of an imagined, yet real, standard model. There is something missing for Spanish learning students, native to English, who produce interference upon pronouncing Spanish as a second language because they are non-native speakers. It is possible to recognize the allophonic variation that students produce upon speaking Spanish through phonetics. For English speakers professors teaching a second language have an important job, they must represent the language orthographically and more pertinent in this work, through a phonetically based idealized spoken standard.

5. Abstract Continued • As soon as the professor recognizes the need for a standard model of pronunciation for them selves, he/she can then move forward with an idealized teaching model. The professor should be a guide that ideally speaks both languages; both English and Spanish, paying close attention to his own articulation and production of the language. As bilinguals, the definitive goal will be to teach a standardized model with praxis of articulation based in phonetics. Native English speakers (L1) that learn Spanish as a second language (L2) will only pronounce vowels and consonants correctly with a minimized foreign accent when the professor realizes the similarities and differences between both languages. This study has been done to recognize the “in-between” or the interference between English speaking students learning Spanish as a second language from their professor. The teaching of Spanish as a second language is to extend communicative abilities of a set of speakers with different identities of native languages in a globalizing world.

6. Spanish in a globalizing world • In 2009, there were an estimated 329 million Spanish speakers. Spanish is recognized in more than 20 countries as a national language. • The objective of learning a second language is to extend communicative abilities to speakers with different language identities.

7. Language and it’s Customs • Language acquisition • Cultural • Natural • Dialectal diversity • A Standard Spanish • Realized for its compromises and production that leads speakers to a complete linguistic competency PsicologíaInfantilyJuvenil. 2013. Trastornos del hablaylenguaje.

8. Traditional & Modern Teaching Models • Traditional educational pedagogies • Models that encourage an advanced level of understanding and require language proficiency • Audio-oral method • Modern Pedagogies • Online Programs • Studying abroad • Hands on Experience or Teaching in a Classroom • Reflexive model

9. Importance of Phonetic Articulation • “Yourchocieofwhichone [phoneme] topronounceisvirtuallyobligatory, involuntary, automatic, andbelowthelevelofyourawareness” (Dalbor 15). • ArticulationPoints • Bilabial • Labio-dental • Dental • Alveolar • Palatal • Velar • Uvular

10. Phonetic Basis • Instructors represent knowledge • Second language learning students must learn the difference between phonemes and allophones in order to speak Spanish well. • The trickiness of orthography • Byproduct of recalling the written language: “dysfluency”

11. Language Interference • Second language learners use foreknown strategies and information • English Language • Orthography of English and Spanish • Similarities and differences between phonemes in Spanish and English are articulated with a distinct accent • Hilary: English speaker learning Spanish as a second language • Problems with the “shwa” [ Ə] • Stress on syllabuses [‘] • Silent /h/ • Diphthongs [i̯] [u̯]

12. Future Spanish Instructors • Bilingual Instructors • With a standard spoken Spanish the instructor will have a double understanding, one phonetic model for each language. They can therefore recognize differences in articulation. • Phonetics can be a diagnostic to measure students success • The need for teaching and tutoring phonetics Expanish. Expanish Top 10 Tips for Learning Spanish. 2013. Two students. Maxperience. Why Learn Spanish. N.d. Spanish dictionary .

13. Thank you!

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