SpanishEnglish Crosslinguistic Transfer Through Biliteracy Instruction

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Spanish/English Cross-linguistic Transfer Through
Biliteracy Instruction

• Jill Kerper Mora, Ed.D.
• San Diego State University
• http//edweb.sdsu.edu/people/jmora

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A Meta-Model of Biliteracy Instruction
Reading Comprehension
L1/L2 Language Competencies
Knowledge of the World
Instruction
Explicit Direct Systematic Structured
Scaffolded Facilitated Applied Practiced
Telling
Discovery
Metalinguistic Knowledge (How Language
Works) Phonology Morphology Syntax
Grammar Orthography Semantics Lexicon
Metacognitive Knowledge (How Thinking
Works) Communicative Functions/Pragmatics Monitor
ing Repair Strategies Text Structure Patterns
of Exposition Conceptual Cultural
Knowledge Adjusting for Reading
Purpose/Task Literary Genre Analysis
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What the Research Says about Bilingual Readers

• Bilingualism enhances metalinguistic awareness.
• The learning curve in their L2 is different from
  L1 reading, with a higher level of miscues in
  syntax as L2 decoding is established.
• Their biggest obstacle in reading is lack of
  vocabulary in L2.
• Background knowledge for specific texts is
  essential to comprehension.
• They utilize translation familiarity with
  cognates to support comprehension.

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Metalinguistic Transfer (MT) in
Bilingual/Biliteracy Learning

• MT is the application of particular
  metalinguistic awareness knowledge in L1 to
  language learning literacy achievement in L2
  English.
• Knowledge skills that transfer across languages
  include phonemic awareness phonological
  processes, knowledge of phoneme-grapheme
  relationships in the L1/L2 orthographic systems
  recognition of syntactic features of both
  languages.
• Some reading strategies are common to both
  languages, while others are specific to the
  phonetic graphic systems of L1 or L2. Explicit
  instruction in these features is productive.

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Stages of Metalinguistic Learning(Bialystok
Bouchard, 1985)

• Realizing that print conveys meaning in much the
  same way as speech
• Attending to printed features (e.g. letters,
  letter combinations, spaces between words,
  capitalization, punctuation) of linguistic
  elements interpreting them
• Incorporating attention to forms with the goal of
  extracting meaning.

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How Metalinguistic Knowledge is Acquired

• 1. Implicit unarticulated awareness is present
  in L1 developing in L2.
• 2. Awareness is made explicit through structured
  experiences direct teaching, as well as
  discovery experiences with discussions of
  students insights understandings
• 3. Which lead to explicit articulated knowledge
  of language forms functions
• 4. Resulting in increased self-regulatory control
  enhanced language use performance in a
  variety of increasingly cognitively-demanding
  literacy task.

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A Balanced Biliteracy Program(Halliday, 1983)

• The effective biliteracy classroom is designed
  and structured to guide and support students as
  they
• Learn language
• Learn about language
• Learn through language

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Learning Language

• A progression of linguistic and communicative
  competencies through identifiable stages of
  development
• Interrelationship between linguistic and
  cognitive development
• Occurs through structured opportunities for
  language acquisition as well as explicit
  teaching/learning experiences
• Depends on comprehensible input at one level of
  complexity beyond the learners level of
  linguistic competence

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Learning About Language

• Develops metalinguistic awareness in the three
  cueing systems
• Builds a knowledge base in phonology, morphology,
  grammar syntax, and semantics in both languages
• Makes explicit contrasts and comparisons between
  language systems
• Focuses on acquisition of problem-solving
  strategies in literacy tasks
• Involves on-going assessment of learners growth
  and development

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Learning Through Language

• Making schematic and conceptual connections
  through theme units
• Eliciting and expanding responses to literature
  through core book units and genre studies
• Planned for ample opportunities for aesthetic and
  efferent responses to literature
• Based on an inquiry approach to multicultural
  literature and content themes
• Content area reading expands vocabulary and
  builds critical thinking skills

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Communicative Competence
GRAMMAR
phonology
syntax
PRAGMATICS
morphology
semantics
lexicon
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Teacher Language Use Criteria

• Relative use of L1 L2 Functions registers,
  proportions of time, as a medium of instruction
  for differentiating instruction
• Integration of language content thematic
  units, instructional objectives, support
  scaffolding for L2 learning, separation and/or
  consideration of language factor in assessment,
  academic rigor
• Continuity duration Fidelity to program model
  throughout academic year across grade levels
• Cultural/interpersonal goals Awareness of
  teachers espoused policy of language use vs.
  platform in use in classroom, purposefulness
  self-monitoring

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DUAL IMMERSION TEACHER DECISION-MAKING LANGUAGE
FUNCTIONS CONTENT
Learning Language (LL)
Teacher Decisions
Learning Through Language (LTL)
Learning About Language (LAL)
Content Knowledge
Metacognitive Strategies
Language Specific MK
Language Universals MK
L2
L1
Language of Instruction
Language of Classroom Management
Language of Materials/Texts
Language of Teacher/Student Interaction
Expected Student Language Use
MK Metalinguistic Knowledge
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A Balanced Biliteracy Program(Adapted from
Halliday 1983 Short 2000)
Learn Language
Learn Through Language
Read Aloud Book Share/Book Tasks/Displays Readers
Theatre Choral Reading Buddy Reading Partner
Reading Storytelling Songs, Chants,
Rhymes Independent Reading Independent Writing
Read Aloud Core Literature Units Response to
Literature Inquiry Studies Content Theme
Units Writing to Learn
Literature Circles
Learn About Language Word Study
Guided Reading Modeled-Shared Writing
Interactive Writing Editors
Table Mini-Lessons/Focused Lessons
Teacher/Student Conferences
Genre Studies Multicultural Books Content Reading
INQUIRY
Shared Reading
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Phonics in Biliteracy Classrooms

• Spanish L1 Phonics

• English L2 Phonics

• Syllabic awareness develops before phonemic
  awareness (PA) since syllables are
  defined-boundary rhythmic sound units.
• PA involves attention to syllabic stress patterns
  that alter meaning.
• Spelling patterns within syllables (syllabic
  context) such as with letters c and g determine
  letter-sound correspondence.

• There is greater consistency in English spelling
  in larger-than-phoneme units.
• Onset rhyme segmentation abilities are
  precursors to learning analogical decoding
  concepts.
• English has many monosyllabic words with
  1-phoneme differences.
• Open vs. closed syllables determine vowel sounds
  in multisyllabic words.

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What the Research Says about Language Contrasts

• Some reading strategies are common to both
  languages, while others are specific to the
  phonetic and graphic systems of L1 or L2.
  Explicit instruction in linguistic parallels and
  contrasts is helpful for developing effective
  reading strategies.

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AMBIENTES Y REFERENTES
MATERIALES EN MEXICO
Mtra. Martha García Rangel San Miguel de
Allende Guanajuato, Mexico
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SALON DE PRIMER GRADO
INICIOS Y FINALES IGUALES. RELACIONAR GRAFIA CON
SONIDO.
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(No Transcript)
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PORTADORES DE TEXTO
CARTELES, ENVOLTURAS, ETIQUETAS.
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INICIOS IGUALES
CREATIVIDAD EN EL ACOMODO DE REFERENTES
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DISCOS SILABICOS
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EL CAMINITO
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LOTERIA DE ETIQUETAS
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Phoneme to Grapheme Relationships
One-to-many relations
a
/1/
b
Many-to-one relations
/1/
a
/2/
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Spanish Phonics

• Phonemic awareness
• Letter-sound correspondences
• Spelling patterns
• Syllabification
• Diphthongs and syllable juncture
• Categorization of words according to stressed
  syllable
• Rules for the use of written accent marks

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English Phonics

• Consonants and vowels
• Consonant blends and digraphs
• Long and short vowels
• R-controlled vowels
• Vowel digraphs
• Diphthongs
• Homophones homographs

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The Spanish Alphabet

• 29 letters spell 24 phonemes
• Highly regular and rule governed, with a few
  letras difíciles that have multiple
  phoneme-graphic correspondences
• There are no double letters ch, ll, rr
  represent a single phoneme. The ñ comes from the
  Latin nn.
• H is silent and u is silent after g unless it
  carries a diérisis (bilingüe, pingüino) and
  after q (queso)

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Las Dificultades de la Ortografía en Español

• Letras difíciles (c, s, z b, v g, j r, rr ie,
  ll, y el uso del diéresis sobre la u)
• Las letras mudas (H/h u después de g, q)
• Combinaciones de consonantes conjuntas y
  separadas (con l, con r mb de bombero, mp de
  campesino, nv de inventor, nf de enfermera)
• El acento escrito
• Uso de letras mayúsculas

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Spanish Phonemes Spelled Using Multiple Graphemes

• Vowel phoneme i is written as i and as y (i
  griega) in diphthongs ending a word (soy, muy)
• Labiodental /b/ is written as either b or v
  (haba, ave)
• /k/ is written as c before a, o, u, or as k or as
  qu (casa, kiosco, queso)
• /s/ is written as c before e, i or as s or as z
  (cerro, silla, zorro)
• /h/ is written as g before e, i or as j (gigante,
  jinete) and as x (México, Don Quixote)
• /y/ is written as ie, ll or y (hielo, lleno,
  yodo)

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Spanish Graphemes That Spell Multiple Phonemes

• The letter b spells the bilabial b as in burro
  and the labiodental b as in arriba
• The letter c spells /k/ as in casa and /s/ as in
  cita.
• The letter g spells /g/ as in gallo and /h/ as in
  general
• The letter y spells the vowel sound i at the end
  of words as in soy and the consonant sound y as
  in yegua

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Spanish in Spain and Latin AmericaX, Y, Z and
Thee

• The x has respresents a number of phonemes /h/,
  /x/ and in Mexico /sh/ for words from Náhuatl and
  Otomí.
• In Latin America, the ll and y in initial
  position are pronounced the same (llama, yerno)
• In Spain, the z before a, o u represents a soft
  /th/ sound. This sound is also spelled ce ci.
  Words ending in z change to c when forming the
  plural (pez-peces lápiz-lápices)

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Spanish Spelling Patterns
 
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English Demons for Spanish Speakers(Thonis,
1983)

• All the short vowels-hat, bed, hit, top, up
• The sh of shoes, mission, nation, ocean, chef,
  special, sugar (One sound with 6 different
  spellings!)
• The th of this the th of thank
• The j of jello, edge
• The z of zero, has
• The v of voice, very

• The r-controlled vowels-especially the one sound
  (ir, er, ur)
• The zh of measure, mirage
• The d of day, ladder, bad
• The h of home, house, hare

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English Syllable Patterns

• Closed Short vowel ending with consonant
• Open Long vowel, no consonant ending
• Vowel Digraph vowel spelled with 2 letters
• C-le at the ends of words
• R-controlled vowel
• Vowel-consonant-e long vowel pattern
• Idiosyncratic

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Spanish Syllable Patterns

• A single consonant occurring between vowels is
  joined to the vowel or vowels that follow.
• Two separate consonants between vowels are
  divided.
• A strong vowel (a,e,o) combined in a syllable
  with a weak vowel (i, u) forming a diphthong or
  triphthong are not separated.
• Consonant blends (consonant with l or r) are not
  separated
• When s is in a prefix, it forms a syllable with
  the prefix

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Spanish Structural Analysis

• Word derivations roots, prefixes and suffixes
• Inflection and agreement (subject-verb,
  adjectives, possessives)
• Enclisis (combining two classes of words)
• Contractions (conjunción) shortened forms of
  words (apócope)
• Compound words
• Cognates

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Types of Morphological Units(Birch, 2007)

• Inflectional Morphemes

• Derivational Morphemes

• Dont usually change the words part of speech
• Are usually suffixes.
• Are mechanical--They dont result in a new
  different word but a different form of same word.
• The change in meaning is a predictable
  grammatical detail.
• EX plurals, possessives, verb endings,
  adjectives, adverbs

• Result in a change in the words part of speech
  compared to the base they are added to.
• Can be either prefix or suffix.
• Make a substantial sometimes unpredictable
  change in meaning.
• Are creative result in a new different word.
• EX care, careless, carelessness

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Word Derivations
immigrate
migration
immigration
migrate
immigrant
migr-move
migratory
emigrate
migrancy
emigrant
emigration
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Derivaciones de unaPalabra Raíz
inmigrar
migración
inmigración
migrante
inmigrante
migr-mover
migratorio
emigrar
La Migra
emigrante
emigratoria
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Orthographic Transfer in S/E Biliteracy(Mora,
2001)

• In developing biliteracy skills, bilingual
  learners apply Spanish spellings to English words
  bilingual readers
• Use Spanish spelling approximations for English
  phonemes that do not exist in Spanish.
• Collapse English vowels into Spanish vowels,
  diphthongs or consonant blends.
• Hear English phonemes but not know the English
  spelling patterns, such as vowel and consonant
  digraphs or silent letters.

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Word Study In Spanish

• Cognates
• Verb tenses, conjugation and agreement
• Diminutive and augmentation derivitives (ito, ón,
  ote, ísimo)
• Enclisis apócope (cualquier, cualquiera, gran,
  grande)

• Letras difíciles
• Parts of speech changes of function
• Singular/plural inflections noun/adjective
  agreement
• Classification by syllable stress written
  accent

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Dual Language Classrooms
Literacy Block
Literacy Block LiteratureStudies Thematic Units
IndependentReading-Sp
StructuredWriting-Eng
Read Aloud Oral Language
Guided Reading-Sp
Self-selected S/E Literature
Word Study
GuidedReading-Eng
Reader Response
Writing
English/Spanish as L2 Transfer Skills
Content Areas
Math Science Social Studies

Concept Development in L1ESL/SSL
Reinforcement
Sp/Eng Dominant
Bilingual Instruction/SDAIE
Bilingual Students
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References

• August, D. Shanahan, T. (Eds.) (2006).
  Developing literacy in second-language learners
  Report of the National Literacy Panel on
  Language-minority Children Youth. Mahwah, NJ
  Erlbaum Associates.
• Koda, K. (2008). Impact of prior literacy
  experience on second-language learning to read.
  In K. Koda A. Zehler (Eds.) Learning to read
  across languages Cross-linguistic relationships
  in first- and second-language literacy
  development, pp. 68-96. New York, NY Cambridge
  University Press.
• National Reading Panel (2000). Teaching children
  to read An evidence-based assessment of the
  scientific research literature on reading and its
  implications of reading instruction. (National
  Institute of Health Publication No. 00-4769).
  Washington, DC NICHD.
• RAND Reading Study Group (2002). Reading for
  understanding Toward an RD program in reading
  comprehension. Santa Monica, CA RAND Science
  Technology Policy Institute.
• Thonis, E. W. (1983). The English-Spanish
  Connection. Compton, CA Santillana.