Teaching Spanish as a Second Language Focusing on

Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis Jessica Brightman Advisor Dr. Arrizabalaga 16 May, 2013 Spanish Capstone Project Language & Linguistics

Index v Significance of Study + Abstract v Spanish in a globalizing world v Language and it’s customs v Traditional and modern teaching methods v The articulatory praxis v Phonetic praxis v Language Interference v Future Spanish Instructors

Significance of Study v Who do we study first, the student or the instructor? v What are the best methods to teach and learn Spanish as a second language? v Is it possible to have a teaching model that reduces the possibility of language interference? v What is the ideal method for teaching Spanish through phonetic practices? http: //youtu. be/Jx. QUb. Uy. Qlxs

Abstract v It is impossible to confirm that there is one single way to teach Spanish to non-native speakers, there is however a speaking praxis that comes out of an imagined, yet real, standard model. There is something missing for Spanish learning students, native to English, who produce interference upon pronouncing Spanish as a second language because they are non-native speakers. It is possible to recognize the allophonic variation that students produce upon speaking Spanish through phonetics. For English speakers professors teaching a second language have an important job, they must represent the language orthographically and more pertinent in this work, through a phonetically based idealized spoken standard.

Abstract Continued v As soon as the professor recognizes the need for a standard model of pronunciation for them selves, he/she can then move forward with an idealized teaching model. The professor should be a guide that ideally speaks both languages; both English and Spanish, paying close attention to his own articulation and production of the language. As bilinguals, the definitive goal will be to teach a standardized model with praxis of articulation based in phonetics. Native English speakers (L 1) that learn Spanish as a second language (L 2) will only pronounce vowels and consonants correctly with a minimized foreign accent when the professor realizes the similarities and differences between both languages. This study has been done to recognize the “in-between” or the interference between English speaking students learning Spanish as a second language from their professor. The teaching of Spanish as a second language is to extend communicative abilities of a set of speakers with different identities of native languages in a globalizing world.

Spanish in a globalizing world v In 2009, there were an estimated 329 million Spanish speakers. Spanish is recognized in more than 20 countries as a national language. v The objective of learning a second language is to extend communicative abilities to speakers with different language identities.

Language and it’s Customs v Language acquisition v Cultural v Natural v Dialectal diversity v A Standard Spanish Psicología Infantil y Juvenil. 2013. Trastornos del habla y lenguaje. v Realized for its compromises and production that leads speakers to a complete linguistic competency

Traditional & Modern Teaching Models v Traditional educational pedagogies v Models that encourage an advanced level of understanding and require language proficiency v Audio-oral method v Modern Pedagogies v Online Programs v Studying abroad v Hands on Experience or Teaching in a Classroom v Reflexive model

Importance of Phonetic Articulation v “Your chocie of which one [phoneme] to pronounce is virtually obligatory, involuntary, automatic, and below the level of your awareness” (Dalbor 15). v Articulation Points v Bilabial v Labio-dental v Dental v Alveolar v Palatal v Velar v Uvular

Phonetic Basis v Instructors represent knowledge v Second language learning students must learn the difference between phonemes and allophones in order to speak Spanish well. v The trickiness of orthography v Byproduct of recalling the written language: “dysfluency”

Language Interference v Second language learners use foreknown strategies and information v English Language v Orthography of English and Spanish v Similarities and differences between phonemes in Spanish and English are articulated with a distinct accent v Hilary: English speaker learning Spanish as a second language v Problems with the “shwa” [ Ə] v Stress on syllabuses [‘] v Silent /h/ v Diphthongs [i ] [u ]

Future Spanish Instructors v Bilingual Instructors v With a standard spoken Spanish the instructor will have a double understanding, one phonetic model for each language. They can therefore recognize differences in articulation. v Phonetics can be a diagnostic to measure students success v The need for teaching and tutoring phonetics Expanish Top 10 Tips for Learning Spanish. 2013. Two students. Maxperience. Why Learn Spanish. N. d. Spanish dictionary.

Thank you!

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