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Cultural Diversity

Explore the challenges Hispanic students face with English literacy due to differences in sound systems between Spanish and English, as presented by Joanna Sherry based on Lori A. Helman's article. Learn about similarities and differences in consonant and vowel sounds and how to assist students' literacy development. Discuss current practices and potential solutions to address difficulties in phonics and phonemic awareness for Hispanic learners.

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Cultural Diversity

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  1. Cultural Diversity Hispanic sound system affecting students’ literacy in English Presented by Joanna Sherry

  2. Based on the article: “Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners” Author: Helman, Lori A.The Reading Teacher v.57 no.5 (February 2004) p.452-460

  3. Method & Objective • Helman’s method: To analyze the similarities and differences of sounds in Spanish and English languages • Helman’s objective: To indicate where possible problems may occur in Spanish- speaking English Language Learners’ (ELL) articulation and literacy

  4. Importance of Sounds in Literacy • Researchers give various names to the phases/stages of development of literacy • They all suggest a continuum that students’ progress through • Limited print awareness initial understanding of alphabet full phonemic awareness spelling patterns spelling-meaning connection

  5. Similarities and Differences • Helman divides the sound system into 3 parts to examine and discuss • Consonant sounds • Vowel sounds • Position of consonants, consonant clusters, and vowels

  6. Consonant sounds • Many sounds are the same in English/Spanish; they may be ‘spelled’ differently • Many clusters are used in both languages: pl, pr, bl, br, tr, dr, cl, cr, gl, gr, fl, fr • Differences: Some sounds are not present in both languages. These will cause the MOST problems due to being difficult to hear and produce these sounds (Goldstein, 2000; Kress, 1993) • These include: /d/, /j/, /r/, /v/, /z/, /sh/, /th/, /zh/

  7. Vowel sounds a,e,i,o,u • Spanish vowels are much simpler-only 1 sound per vowel • Spanish does NOT contain: 4 short vowels, r-controlled vowels, schwa (most common in English), u, aw • Some similar sounds, but represented with different letters (see table)

  8. Vowels continued • Helman: Table 3 Vowel sounds common to English and Spanish

  9. Positioning of Sounds • Spanish and English allow all respective sounds begin words (except ng in English) • In Spanish only 5 consonant sounds may end words l, r, d, n, s • Vowels have opposite rules in Eng/Sp

  10. How does this help us?Helman says: • Start with commonalities • Use knowledge of Spanish to understand students’ developmental reading and writing • Identify areas of distinction and provide explicit support

  11. continued • Use developmental spelling tasks to assess students’ learning • Ensure that students understand foundational concepts • Include students in think-aloud process comparing Spanish and English

  12. Critique • Helman provided interesting and helpful information although……… • Actual classroom samples?? • Real-life instruction and modification based on classroom samples?? • Some of her Tables were not as clear and useful

  13. Discussion • Referred to guided reading, authentic assessment, explicit instruction, etc • Ties together classroom teaching, ESL teaching, and Speech-language treatment • Have used similar information to test ELL students, but never thought to take speech results and assist teachers with phonics instruction—I will now!!

  14. Current practice • Classroom teachers give whole class instruction on GLE’s, followed by small group guided instruction based on levels • ESL teachers provide extra support to qualifying ESL students • TIME teachers provide extra support to lowest readers in classroom • Speech Pathologist gives support to qualifying students in areas of speech and/or language

  15. Areas of Difficulty • If students are behind in basic areas such as phonics, phonemic awareness, spelling, etc- provides a huge problem for teacher • Too many levels of groups to get to each day • Students only get extra support if they qualify by testing

  16. Options • Can divide the area of struggle to the appropriate support staff • SLP could provide lessons of articulation and phonemic awareness to the specific sound errors in students speech (and writing) • ESL teacher can provide assessment for errors and provide lessons accordingly, along with follow up writing to reinforce phonemic awareness lessons • Teacher can follow up with similar skills while focusing on GLE’s

  17. Comments • All this requires a common planning time among supporting staff  • Does anyone have common planning time to plan this type of instruction? • Does anyone see the type of errors in Hispanic students’ writing mentioned? • How are these issues handled in other school systems?

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