Spanish Influenced English: Typical Semantic and Syntactic Patterns of the English Language Learner
< Back to Previous PageSpanish Influenced English: Typical Semantic and Syntactic Patterns of the English Language Learner
All material Copyright © 2004 Bilinguistics
Reprinted with the express permission of Bilinguistics as originally published on their website.
By: Brenda K. Gorman and Ellen Stubbe Kester
Brenda K. Gorman, assistant professor at Marquette University, and Ellen Stubbe Kester, president, Bilinguistics, founded Bilinguistics in 2002 to address the needs of bilingual students with communication disorders.
This is a Continuing Education Course offered by Bilinguistics, an ASHA Approved CE Provider. To take the test and receive Continuing Education Units for this course, please visit the Bilinguistics website test page for this course HERE
Objectives:
Participants will be able to demonstrate knowledge in and identify:
Introduction
According to the U.S. Census Bureau (2000), nearly one in five Americans speaks a language other than English at home. The vast majority of those speaking a language other than English at home speak Spanish. The Spanish speaking population increased by 62 percent from 1990 to 2000, and approximately half of this population reported they speak English as well. The same trends have also been noted by the Department of Education’s National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA). The NCELA reported that over three million children (11.7% of children in the U.S.) enrolled in grades Pre-K through 6 were classified as Limited English Proficient (LEP) in the 2000-2001 school year and that Spanish was the primary language of 79% of these students (Kindler, 2002). These statistics highlight the need for teachers, speech-language pathologists, and other professionals to have an understanding of typical patterns of language development in the growing population of Spanish-English bilingual children in U.S. schools.
Read the Entire Paper
This is a Continuing Education Course offered by Bilinguistics, an ASHA Approved CE Provider. To take the test and receive Continuing Education Units for this course, please visit the Bilinguistics website test page for this course HERE
Featured Organization: Bilinguistics
We thank Bilinguistics for allowing us to reprint their copyrighted article. Please support our contributing authors.
The mission at Bilinguistics is "to enhance the communication of Spanish-English bilingual children, enabling those children to achieve their highest communicative and academic potential. Additionally to support monolingual and bilingual professionals working with bilingual children and English language learners through workshops, presentations, and continuing education."
For more information about this organization please visit Bilinguistics
All material Copyright © 2004 Bilinguistics
Reprinted with the express permission of Bilinguistics as originally published on their website.
By: Brenda K. Gorman and Ellen Stubbe Kester
Brenda K. Gorman, assistant professor at Marquette University, and Ellen Stubbe Kester, president, Bilinguistics, founded Bilinguistics in 2002 to address the needs of bilingual students with communication disorders.
This is a Continuing Education Course offered by Bilinguistics, an ASHA Approved CE Provider. To take the test and receive Continuing Education Units for this course, please visit the Bilinguistics website test page for this course HERE
- Content Area: Basic Communication Processes
- Instructional Level: Intermediate
- Continuing Education Units: .1 (1 hour)
Objectives:
Participants will be able to demonstrate knowledge in and identify:
- Basic principles of the Competition Model and its application to bilingual language learning
- Different types of code-switching
- How to determine what specific vocabulary to probe in each language
- Why it is essential to test bilingual children in both languages.
- Typical preposition errors in Spanish-influenced English
- Typical verb substitutions in Spanish-influenced English
- Common syntax errors produced by English language learners
Introduction
According to the U.S. Census Bureau (2000), nearly one in five Americans speaks a language other than English at home. The vast majority of those speaking a language other than English at home speak Spanish. The Spanish speaking population increased by 62 percent from 1990 to 2000, and approximately half of this population reported they speak English as well. The same trends have also been noted by the Department of Education’s National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA). The NCELA reported that over three million children (11.7% of children in the U.S.) enrolled in grades Pre-K through 6 were classified as Limited English Proficient (LEP) in the 2000-2001 school year and that Spanish was the primary language of 79% of these students (Kindler, 2002). These statistics highlight the need for teachers, speech-language pathologists, and other professionals to have an understanding of typical patterns of language development in the growing population of Spanish-English bilingual children in U.S. schools.
Read the Entire Paper
This is a Continuing Education Course offered by Bilinguistics, an ASHA Approved CE Provider. To take the test and receive Continuing Education Units for this course, please visit the Bilinguistics website test page for this course HERE
Featured Organization: Bilinguistics
We thank Bilinguistics for allowing us to reprint their copyrighted article. Please support our contributing authors.
The mission at Bilinguistics is "to enhance the communication of Spanish-English bilingual children, enabling those children to achieve their highest communicative and academic potential. Additionally to support monolingual and bilingual professionals working with bilingual children and English language learners through workshops, presentations, and continuing education."
For more information about this organization please visit Bilinguistics
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