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ERIC Number: ED097806
Record Type: RIE
Publication Date: N/A
Pages: 13
Abstractor: N/A
Reference Count: 0
Teaching Spanish to the Spanish-Speaking: Classroom Strategies.
Fallis, Guadalupe Valdes
Students of Spanish in the United States who are native speakers of Spanish need courses designed to meet their special linguistic needs. The tendency has been for teachers to place negative value judgments on the Spanish dialects spoken by Mexican-Americans. Instead, courses should be based on the areas in which the native Spanish speaker needs instruction in his own dialect. The classroom strategies described here have been found effective and can be used during one semester. The Spanish-speaking student consistently speaks more than he writes, and consequently writes as he speaks. In order to compensate for spoken dialect irregularities, he needs to learn spelling rules. Many spelling irregularities can be corrected, to a large extent, by teaching Spanish sound and symbol correspondences. By using a chart listing Spanish phonemes, and the most common mistakes made by the Spanish-speaking student who already reads and writes English, the student is introduced to Spanish consonants, vowels, and vowel diphthongs with the corresponding orthographic symbols. Students also must be given a complete explanation of stress in Spanish. In teaching reading, the objectives must be that the student acquire: (1) ease and confidence in his ability to read Spanish and (2) comprehension closely approximating his comprehension in English. Emphasis should be given in reading to understanding meaning in context without English translation. (LG)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A