Teaching English-Language Learners With Spanish-English Cognates

Transcription

1 Teaching English-Language Learners With Spanish-English Cognates What Is a Cognate? Cognates are words with similar pronunciations, spellings, and meanings in two languages. For instance, though pronunciation is slightly different, radio is the same word in both Spanish and English. Some cognate pairs may have the exact same spelling but different pronunciation (such as radio), others may differ slightly in both spelling and pronunciation (bicicleta/bicycle). In either case, the meaning is the same between languages. Since so many words in Spanish and English derive from Latin, there are thousands of cognates between Spanish and English. Frutas y vegetales Fruits and Vegetables Why Use Cognates to Teach? Native Spanish speakers comprise the fastest growing sector of the U.S. school-age population. They come to the United States with a wealth of Spanish vocabulary funds of knowledge that can be used to build English-language vocabulary. If Spanishspeaking students can recognize cognate relationships, their English reading can be enhanced; once they know the word in Spanish, recognizing it in English is significantly easier. Using cognates is like providing shelter. Sheltering is a broad term that includes many different strategies for providing second-language learners with language they can understand (Krashen, 1981). Slowing down when you speak, pantomiming directions, and using props are all examples of sheltering in the classroom. So is using cognates. Cognates provide a little shelter from the storm! 4 Research has long proven that literacy skills in the first language transfer to the second. This idea (the cross-linguistic transfer hypothesis), suggests that the greater the similarity in the writing systems of the two languages, the greater the degree of transfer, and the less time and difficulty involved in learning to read and write the second language (Odlin, 1989). So, if a native Spanish speaker can read and define the

2 word autor in Spanish, it s a natural and immediate step to acquire the English word author. When teaching Spanish speakers English, you can capitalize on this existing knowledge and boost students self-confidence. Cognates can become familiar footholds in the vast mountain range of new words! When students are aware of Spanish-English cognates, they do better on vocabulary tasks (Nagy, Garcia, Durgunolgu & Hancin- Bhatt, 1993). More specifically, word structure analysis skills transfer from Spanish to English in reading when bilingual readers make use of their knowledge of cognates. In their study of strategies used by Spanish-English readers, Jiménez, García and Pearson (1996) found that the identification of cognates in decoding unknown words was a key feature of bilingual readers repertoire of skills when reading in both languages. The benefits continue once the student has become a fluent English speaker. Research evidence supports the conclusion that proficient bilingual and biliterate children and adults have heightened metalinguistic awareness and knowledge that may enhance their ability to use linguistic processes and analysis in second-language reading (Albert & Obler, 1978; Bialystok, 1991; Cummins, 1976; Gass & Selinker, 1983; V. González, 1999; Goswami, 1999; Muñiz-Swicegood, 1994; Zunkernick, 1996). Vocabulary-Building Bilingual Mini-Books Animales Animals Lowering the Affective Filter Krashen (1981) introduced the concept of the affective filter the emotional block that hinders learning. Simply put, when we re stressed out, we don t perform as well! It s the same with second-language learners. When anxious, self-conscious, or overwhelmed, the learner is more likely to shut down cognitive functions. You can help keep the affective filter low by keeping the student s language demands appropriate difficult enough so the student is learning, but easy enough as to be achievable. Using cognates as a starting place builds a comforting bridge for the learner. The message is, You already know this word! Using cognates shows the student that you understand his or her previous experience and you believe that speaking Spanish is helpful in learning English. With this kind of value placed on the native language, students are more likely 5

3 to feel accepted and respected and embrace the challenge of a new language. Students from homes with languages that differ from the language spoken at school are frequently evaluated on their inadequacies, rather than on their strengths (Allington & McGill-Franzen, 1991). Here is an opportunity to focus on the wealth of knowledge students already have and give them a much-needed boost into reading, writing and speaking in English. Your belief in the positive role of the primary language in development of cognitive academic skills will go a long way. The National Association for Bilingual Education (1995) reported a compendium of research showing that when teachers understand and believe in the important role of primary language in literacy learning, English-language learners show higher levels of academic achievement. Calendario Formas Deportes Vocabulary-Building Bilingual Mini-Books Scholastic Teaching Resources Vocabulary-Building Bilingual Mini-Books Calendar Vocabulary-Building Bilingual Mini-Books Scholastic Teaching Resources Sports Shapes 6

4 15 Making the Mini-Books 1. Make a double-sided copy of the mini-book pages on 8.5- by 11-inch copy paper. 2. Once you have double-sided copies, place page 3 behind the title page. 3. Fold the pages in half along the center line. 4. Check to be sure the pages are in proper order, then staple them together along the book s spine. Español aeroplano ambulancia bicicleta bote canoa carro helicóptero motocicleta submarino taxi tren vagón 8 English airplane ambulance vagón bicycle boatwagon canoe car helicopter motorcycle submarine taxi submarino train submarine wagon Vocabulary-Building Bilingual Mini-Books Scholastic Teaching Resources Vocabulary-Building Bilingual Mini-Books Scholastic Teaching Resources Transporte 6 3 bicicleta bicycle tren train Transportation Transporte Transportation For the two-page mini-books, simply make double-sided copies and fold. 8 A Model Lesson You can use any of these mini-books to help students strengthen vocabulary, build confidence, and enhance reading skills. Use the following suggestions to help students get the most from their mini-books. 1. Give the student a mini-book and invite the student to write his or her name on the line. Open the book to the first page. Say, in English and Spanish, These words are similar. Las palabras son similares. Read a few of the words out loud in English, and have the student say the Spanish words after you, using the pictures as a cue. This puts the entire book in context, as the student sees that all the words in the book will be words that are already familiar to him or her. 2. Have the student copy each word in English on the line provided and read it aloud again. If he or she is familiar with the English alphabet, invite him or her to spell it as he or she writes. 3. Students can test themselves in their mastery of the words by covering one of the columns on the back cover (most of the books include these word lists), and saying or writing the corresponding word. 4. When finished, students might color in the pictures with colored pencils or crayons.

5 Español English calendario calendar febrero February marzo March abril April mayo May junio June julio July agosto August septiembre September octubre October noviembre November diciembre December 8 Calendario Calendar Vocabulary Building Bilingual Mini-Books Scholastic Teaching Resources 17

6 calendario calendar febrero February 2 7 Vocabulary Building Bilingual Mini-Books Scholastic Teaching Resources noviembre November diciembre December 18

7 septiembre September marzo 6 3 March abril April Vocabulary Building Bilingual Mini-Books Scholastic Teaching Resources octubre October 19

8 4 5 Vocabulary Building Bilingual Mini-Books Scholastic Teaching Resources mayo May junio June julio July agosto August 20