Vowel representations in the invented spellings of Spanish–English bilingual kindergartners

Raynolds, Laura B.; Uhry, Joanna K.; Brunner, Jessica

doi:10.1007/s11145-012-9380-9

Cited by 18 publications

(6 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Among the phonological errors, most occurred with novel phonemes, which strongly supports the Linguistic Affiliation hypothesis (Russak & Saiegh-Haddad, 2011;Saiegh-Haddad et al, 2010) (like in broder for brother, cins for things, or tolk for talk). Less familiarity with the novel phonemes, and the absence of an identical phoneme in native language presents a challenge for EFL learners (Wade-Woolley & Geva, 2000), as evidenced among Hebrew (Russak, 2022;Russak & Saiegh-Haddad, 2011), Arabic (Russak, 2022), Chinese (Wang & Geva, 2003) and Spanish (Raynolds et al, 2013) speakers. Moreover, considering that readers of transparent orthographies (like Spanish) rely more on phonology, the continued use of phonological strategies shown by our participants could represent interference from their native language.…”

Section: Discussionmentioning

confidence: 99%

Spelling errors by Spanish children when writing in English as a foreign language

2022

View full text Add to dashboard Cite

English orthography differs from that of other European languages in terms of complexity and regularity. This difference may impact the development of accurate spelling in English, especially when it is learned as a foreign language in school. In this study we wanted to explore spelling development patterns of Spanish speaking children learning English at school. To do so, we analyzed spelling errors from a free narrative task from 136 children in fourth, fifth and sixth grades. We classified errors following a two-level procedure based on the Triple Word Form theory (Phonology, Orthography and Morphology) and the POMAS (Phonological, Orthographic, and Morphological Assessment of Spelling) system. While results showed almost no change in accuracy across grades, there was evidence of more errors related to orthography as compared to phonology and morphology. This points to an incomplete knowledge of English orthography. This study sheds light on the spelling development of foreign language learners, and illustrates the interference that the native language may have when the two orthographies of the speller are linguistically distant. Considering the findings, educational implications to improve foreign language spelling instruction at school are offered.

show abstract

Section: Discussionmentioning

confidence: 99%

Spelling errors by Spanish children when writing in English as a foreign language

2022

View full text Add to dashboard Cite

show abstract

“…Other studies have identified the efficacy of biliteracy in bilingual settings. Findings of Raynolds et al (2013) and Raynolds and Uhry (2010) indicated a link between L2 vocabulary knowledge and L2 spelling ability of Spanish-English bilingual kindergarten children as they learned new phonemes.…”

Section: Rq2: What Strategies Can Be Adopted To Help Teachers Overcome These Challenges?mentioning

confidence: 96%

K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

Bhowmik

Kim

2021

L & L

View full text Add to dashboard Cite

Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools.

show abstract

“…There is growing research literature that focuses on spelling associated with learners that transfer from the L1 to an L2 (see, e.g., Raynolds, Uhry & Brunner 2013 Seeff-Gabriel's (2003) study found strong correlations between learners' spelling of (English second language) words containing first language (L1) and second language (L2) vowels and their auditory discrimination and phonological representation of these words. Mpiti, in her study, found that 'learners have difficulty in noticing the different qualities of vowels or when the word has two vowels' (Mpiti 2012:99-100).…”

Section: Literature Reviewmentioning

confidence: 99%

The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners

Fleisch

Pather

Motilal

2017

SAJCE

View full text Add to dashboard Cite

There is growing evidence of systematic underachievement of South African primary school learners in reading in English as the first additional language. There is a small but growing literature that provides insights, that is, causes, patterns and prevalence, into this phenomenon. Through a secondary analysis of a spelling component of a literacy test that was administered as an end-line assessment for a randomised control trial, this article provides new evidence for and insight into the patterns and prevalence of English language spelling errors made by Grade 4 second-language learners. The study specifically coded errors on four monosyllabic three-letter words for 2500 Grade 4 learners tested individually at the end of the second term in 2014. Three distinct linguistic error patterns were identified. The most frequent error patterns involved the incorrect use of the vowel grapheme, for example bed was spelled ‘bad’. The second pattern related to common errors associated with the transfer of linguistic, orthographic patterns from the first language (isiZulu). The final pattern suggests that between 6% and 8% of learners were struggling to make the basic phoneme–grapheme connection. This pattern, however, would need to be confirmed with oral interviews. The implications of these error patterns are discussed.

show abstract

Vowel representations in the invented spellings of Spanish–English bilingual kindergartners

Cited by 18 publications

References 33 publications

Spelling errors by Spanish children when writing in English as a foreign language

Spelling errors by Spanish children when writing in English as a foreign language

K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

The patterns and prevalence of monosyllabic three-letter-word spelling errors made by South African English First Additional Language learners

Contact Info

Product

Resources

About