language evolution magazine no. 1

Lorem Ipsum Dolor [Asunto] :: [Fecha]

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GRAMMAR TRANSLATION METHOD

By:

Diana Lorena Morales Ruiz Berly Mabelyn Arévalo Ortiz Mirza Paola Barrueto Valdez

byline [Nombre]

The grammar translation method is based on the written word and texts, where the typical approach would be to present the rules of a particular item of grammar, illustrate its use by including the item several times in a text, and practice using the item through writing sentences and translating it into the mother tongue. The text is often accompanied by a vocabulary list consisting of new lexical items used in the text together with the mother tongue translation. The grammar translation method usually consists of the following activities: • Explanation of a grammar rule, with

example sentences • Vocabulary, presented in the form of a

bilingual list • A reading selection, emphasizing the

rule presented in the explanation of the rule and the vocabulary presented in the list.

• Exercises focused on practicing the grammar and vocabulary of the lesson.

These exercises emphasize the conscious control of structure and include translation from the native language to the foreign language and vice versa. Most grammar-translation classes are taught in the student's first language.

“The syntactic component of a grammar must specify, for each sentence, a deep structure that determines its semantic interpretation and a surface structure that determines its phonetic

interpretation” Noam Chomsky

The requirements for optimal input are that has to be comprehensible, interesting, relevant and not grammatically sequenced. Students are expected to be able to produce immediately, and are expected to be fully accurate. The anxiety level is also raised for some students who are less inclined toward grammar study. Grammar-translation makes no attempt, explicitly or implicitly, to help students manage conversations with native speakers. Grammar-translation implicitly assumes that conscious control of grammar is necessary for mastery. In other words, learning needs to precede acquisition. This assumption needs that all target structures be introduced and explained. There is, therefore, no limitation of the set of rules to be learned to those that are learnable, portable, and not yet acquired. There is no attempt to specify when rules are to be used; the implicit assumption is that all students will be able to use all the rules all the time.

Lorem Ipsum Dolor Issue [#] :: [Fecha]

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DESUGGESTOPEDIA AND GUATEMALAN REALITY

By

Silda Nicté De Leon

byline [Nombre]

Guatemalans often comply about the low educational level and when it comes to English, critiques are at a door knock away. There are a series of contextual situations which have been the main shield and excuse not to apply the best methods when teaching this foreign language, but the question is still there. Miss, which is the best way to learn English? How can I improve? Did you learn your English in USA? and very often there isn't an effective answer to those questions.

If we consider the fact that most Guatemalans have self - esteem and insecurity issues which in many cases don't allow them to pursue their goals, dessugestopedia would be then, the best way to teach and acquire a new language. Considering the need to dessugest students from any negative idea they may have about them, this would be the ideal scenario. As we know, desuggestopedia is based on a human approach in which feedback is carefully provided by the teacher individually instead of correcting a student in front of everyone. The fact of developing a relaxing environment and the opportunity to become someone else for a while will encourage students' population to give it a try and learn something new.

Disadvantages? Of course! A list of them can be made starting with the fact that the ideal is to have just 12 students per class, that the teacher needs to highly motivate students and that there is a lot of material that has to be prepared. Willingness to make a change and preparation truly make a difference. Motivating students and encouraging them without the fear they might become better than the teacher, would finally provide the growth opportunities everyone is seeking for. First things first, to have a motivated class teachers should be motivated first. Teachers need to find the essence of teaching in order to promote such wonderful ideas. Training and preparation should come from the institution in which they are working so they can offer only the best by being prepared from the correct and accurate guidelines stipulated. It is like a Domino line, one piece would push the other. The only thing that has to be considered is, to move the pieces in the right way, meaning to lead everything towards the correct goal and purpose.


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SUGGESTOPEDIA AND ITS REALITY IN GUATEMALA´S EDUCATION

By:

Ana Ríos Eli Asturias Eva Bolaños Felipe Muñoz Marilyn Veliz Martha Ríos

byline [Nombre]

Through the time education in Guatemala has suffered several changes looking for better quality. The last reform in education started after the Acuerdos de Paz were signed, its result was the CNB. In regards of teaching English as a foreign language the L3 section of this document was established; here it is suggested that suggestopedia should be used as an approach in the teaching of the language. However this approach requires: 1) Use of audio-visual aids, such as sound equipment, projectors posters, flashcards, etc. 2) Ideal classes should only have no more than 12 students. 3) Comfortable chairs. 4) Extra time to prepare the class.

This approach when applied to the students it seems to work; but the reality in the classrooms of the public schools is different, since teachers are not applying it due to several factors, in which we can mention some like the lack of resources and over population in schools.

The classrooms in public school in Guatemala do not have less than 12 students, because the Constitution of Guatemala guarantees the Free Education in Guatemala and the State does not count with enough hired teachers to provide an ideal class of 12 or less students.

Despite these facts it is not impossible for English teachers to try to implement this approach, because they the last resource of the students to acquire the language; therefore it is up the teacher’s imagination and desire on how to make the changes to adapt it in the classroom and at some point innovating it.


5

LET YOUR STUDENTS HAVE FUN WITH TPR!

By: Jessica Galiano Norma López Sandra Molina

Mayra Mendizabal

byline [Nombre]

What is TPR? This language teaching method was developed by James Asher who considered it stimulates the process of Second Language Acquisition, based on coordination of language and physical movements. Instructors give commands and students respond with physical actions. For example: children act physically to the speech of parents, and then they reinforce the responses with speech. Children spend a lot of time before they begin to speak through listening. How does this method reduce anxiety and stress? Who enjoys it?

HOW DOES THIS METHOD REDUCE STUDENTS’ ANXIETY AND STRESS? By lowering inhibition and building confidence. Students shouldn’t be forced and learning language does not involve any stress and negative emotions, but a natural acquisitions process. Using meaning and physical movement through TPR, stress can be avoided when learning languages. First, they listen and observe actions in a song so they imitate. If teachers in the classroom have no control of groups and don’t plan classed well, this causes a complete mess. These activities should have a learning acquisition achievement, but Guatemalan professors think that scholars do not acquire a language applying this method, so they prefer the traditional ones.

Although as John Lyly said in 1969, “meaningful learning is as a golden key which opens a door”, teachers propose other ways to help students to enjoy English learning. WHO ENJOYS TPR? Well, children, teenagers, and adults by using pictures, objects and games to make content understandable. They construct new knowledge with the help of previous one and they are not bored in the class, but you have good time with them, too. Guatemalan teachers reported that this kind of material needs money, time and creativity from the facilitators. In schools principals can’t invest a lot on those resources so the coach has to use recycled materials or reduce the class plan activities. IN CONCLUSION, TOTAL PHYSICAL RESPONSE – TPR is a successful method in language acquisition, some Guatemalan teachers disagree about it, but the experiences shows that this is a good tool to help students to enjoy English classes. At the beginning, scholars only listen, observe and imitate most of the time, they produce language when they are ready or they feel confident and comfortable to speak. All methods and approaches are useful and they can be combined taking into account the individual differences and the multiple intelligences of pupils.


6

AUDIOLINGUAL METHOD By

Antonieta Hernández Mildred Ordoñez Rosario Pocón Dorian de León

Ilse Gómez

byline [Nombre]

This is a method for Foreign Language teaching which emphasized the teaching of listening and speaking before Reading and Writing. The major objective of this method is that students should learn to respond to both verbal and nonverbal stimulus.

In Guatemala most of English classes are generalized as boring, because teachers are not applying speaking, listening, writing, and reading skills. Some teachers try to implement English in full; they start with Spanglish classes or translation.

Students don’t interact among them, they only repeat what teacher teaches, and they only memorize. For that reason, students are not able to have conversations, because they just learn to translate words. Teachers need to be well prepared and need to be conscious about student’s needs, according to the environment.

Teachers have to be innovating on daily basis, implementing different activities, like conferences, workshops, and more, according to the following factors: age, level, skills and resources.

“Here the term 'language-game' is meant to bring into prominence the fact that the speaking of language is part of an activity, of a form of life.”

Ludwig Wittgenstein


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COGNITIVE CODE APPROACH

By: Annie Ademia Suriano Gómez

Emilia Irene López López Dinorha Lissette López Gómez Ingrid Mariela Lucas de Palomo Karla María Hernández Ramos Nydia María González Ordoñez Raquel Rosales Pineda de Sosa

byline [Nombre]

Have you ever thought about how much knowledge you have collected throughout your life? That is exactly what the cognitive code approach is focused on. This methodology implies mental processes, perception, solving problems, learning and particularly remembering.

The term cognitive-code refers to the conscious act of organizing material around a grammatical structure, allowing meaningful practice and the use of the language. The four basic skills in language acquisition are learned before the student participates in real communication activities. In this approach, lessons are highly structured using a deductive process where phonemes are learned before words, words before phrases and sentences and simple sentences before complicated ones. This is mainly achieved by practicing “the rule of the day”.

The use of the cognitive code approach offers significant advantages in language learning, such as the motivation of the students to discover rules for themselves using their mental grammar, the

“Knowledge is invariably a matter of degree: you cannot put your finger upon even the simplest datum and say "this we know."

T.S. Eliot

interaction among the students creating a relaxed and enjoyable classroom atmosphere plus the creativity of the teacher so students can actually enjoy learning through no rigorous processes. In Guatemalan classrooms, most English teachers who apply the cognitive code do it instinctively since they have not received specific trainings about this approach. The teachers that are actually familiar with it refer that this approach is not frequently used since more time and resources are needed in order to execute it successfully. Therefore, students from the eighth semester of “Licenciatura en Lingüística del Idioma Inglés” of Universidad de San Carlos de Guatemala, propose that MINEDUC fosters continuous training for English teachers and provide the resources needed in order to guarantee the quality of EFL teaching. The cognitive code approach is a very useful tool if you want your students to learn English in a practical way. So teachers, let´s try it and provide our students significant experiences through creative lessons and meaningful learning! .


8

DIRECT METHOD

By: Elmer Hernández

Johana Ivonne Illescas Sheyla Graciela Mateo Lilian Graciela Hidalgo Licda. Ester Tezaguic

byline [Nombre]

The Direct Method is an important tool to encourage students to learn English. The particularity of this method is that it is taught only in English and needs no translation and it must be learned in the language being acquired.

The advantage of this method is that it can be taught in a manner similar to the student's native language and visual aids such as flashcards can be used to ensure that the student is immersed in the English language. Furthermore, due to its emphasis on speech, it is better for students who have a need of real communication in English. For its implementation, the motivation is needed to encourage students to learn. Specific teaching methods would include activities such as students reading out aloud, question and answer exercises, conversation practices, dictation, fill-in-the-blank exercises, amongst others. What's the status of this method in Guatemalan schools? The reality is that the Direct Method is not implemented because the teachers are not prepared or are not able to speak only in English. Then, students will not be accustomed to speak and understand only in English.

It's a shame, but in the Guatemalan Public High Schools, the teacher often has to translate the speech he or she is talking about, because the level of English is poor and there is need to improve the methodology to apply this method and others that are necessary. Finally, the direct method is more communicative form used nowadays, as the lessons really try to imitate the events every day, asking for and giving things in different social contexts. Classroom Techniques: In our own experience, using this method is very useful and we can use it in:

• Reading Aloud: Reading sections of passages plays or dialogs out loud.

• Question and answer Exercise: Asking questions in the target language and having students answer in full sentences.

• Students self- correction: Teacher facilitates opportunities for students to self-correct using follow-up questions, tone, etc.

• So do not be afraid to use Direct Method, it is very easy and at the end students will be able to communicate without being shy.


9

NATURAL APPROACH METHOD

By:

Silvia Eugenia Sandoval Fernandez Wendy Roosmery Pérez Arana Ada Gelsi Hernandez Corado Dora Estela Mérida Rosales Elmer Estuardo Valle Pérez

byline [Nombre]

Since in Guatemala a high percentage of the English teachers who work for public schools do not speak English, the natural method is basically not used. Native language should not be used in the classroom, which means that it is really difficult to apply. The Natural Approach was developed by Tracy Terrell and Stephen Krashen. It is a method for beginners, that was created by observing and interpreting how a person acquires his or her first language, it is not based in Grammar, and it is based in communication. But due to most of the topics of CNB are based in grammar, teachers get focused on that. Krashen suggests that students acquire grammar through reading a lot of books, and teachers may be actually doing some harm to learners by teaching grammar in classrooms. In order to use different methods in English class, teachers must be encouraged and motivate themselves and theirs students to learn English. In order to apply the natural approach in English class, students need to be motivated, have self-confidence and low anxiety. The goal of this method is communication. So, as much as students understand, they will be able to communicate. Teachers need a lot of visual aids because there is a lot of vocabulary in this approach.

“Most of the problems of education are problems of motivation, as teachers try to rush things. They talk of geography before the child knows the way around his own backyard. They teach history before the child understand anything about adult motivation. . . . It would be far better, to let questions arise naturally. . . . When a child is self-motivated, the teacher cannot keep him from learning.”

Unknown author

Requirements for optimal input Comprehensible: Teachers utilize realia, pictures, flashcards, etc. Interesting/relevant: It attempts to capture students' interest. Not grammatically sequenced: The focus of the class is not on the presentation of grammar. Quantity: It is needed to give students a big amount of input. Affective filter level: Students do not have to produce in the second language until they feel they are ready. Error correction is not done in the classroom to prevent anxiety. Tools for conversational management: Very short dialogues in pairs or small groups. In conclusion, the Natural Approach was created to help beginners start the learning process of a second language. Its purpose is to enable students to understand when speaking in the target language.


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When facilitating the English as Second Language class many teachers prioritize students’ syntax, semantic, phonetic, and morphological aspects of their learning process. Additionally, many teachers neglect the problem of students’ native language interfering in their English acquisition. This paper aims to analyze on the interference that the first language has on the second language learner, particularly in the problems they present in features like word order, bound morphology, and its influence in childhood. Exploring these features will make English acquisition easier.

First, research shows that Hispanic learners show errors in the word order, and word for word translation, in the sphere of adjective position because in Spanish the adjective is located after the noun and not afterwards as it is in English (Chan, 1975).

Second, Hispanic learners have errors in bound morphology (comparison of the two morphologies) when using or learning subject-verb agreement in English because in Spanish most of the time, the subject is not included in the sentence, because the subject is contained in the verb e.g. Estudié mucho. [I] studied a lot. They also have errors in morphology, simply because their grammar is already in bad shape in the original language.

Third, Studies have shown that first language influence is rare in child second language acquisition (Dulay and Burt 1974). It seems that over the years, adults internalize their mother tongue and culture more.

To conclude, many of the errors that Hispanics make when learning English can be traced to their Spanish grammar and idioms of their specific countries so this knowledge must guide the way English is taught. Teachers must pay attention to word

order, bound morphology, and its influence in child and adulthood. Teachers must research and study this topic in order to know the specific areas where they should assess their students’ acquiring.

First language Interference By Dora Merida Rosales “Cure for interference is simply the cure for ignorance:

Learning”. Newmark

FACT! In recent brain research, scientists have discovered that bilingual

adults have developed denser gray matter (brain tissue packed with information-

processing nerve cells and fibers) in the brain’s left hemisphere, where most

language and communication skills are controlled.

Reference: Society of Neuroscience, "Brain Briefings” September 2008, The

Bilingual Brain

FACT OR MYTH?

1. Being bilingual from an early age significantly alters

the brain's structure.

November 15th, 2014


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When acquiring a second language there are some barriers or obstacles that a student may need to overcome. Native language is for example one of them, in relation to that error, the word to word translation, structure of the language and the environment where the second language is learnt, are some the difficulties that a student have to prevail over.

Translation is a habit that must be removed from the students once the learning process has started. At the beginning of this process the students tend to do it frequently; however, if it becomes a habit, fluency may be affected or not be achieved, since they are using the structure of the native language to form the structure of the second one.

Even though translation is done at the beginning, the structure of the first language can become a difficulty, this is because the target language is different; therefore the order of the word, their meaning in regards of the context, are going to change, forcing the students to adapt to this new structure.

Another factor that has influence is the environment where the language is being learned. This influences in great part the acquisition of the new vocabulary, this is due to once the students are not in an environment where the target language is needed, and they are not going to use it. But also if what they have learned is not meaningful or useful to them in their environment they will not retain the new words.

Although this type of difficulties can be seen in both adults and children, it does not mean that they cannot be overcome; of course the teacher must have all the tools and apply them correctly to assist the students in achieving and acquire the second language.

The Role of the first language in

second language acquisition: By Eli Asturias Cardona

MYTH! Exposure to native speakers in class will

outweigh your less-than-perfect accent, but nothing can replace the enthusiasm and support you show for

language learning at home!

Reference: Deborah D.K. Ruuskanen, Professor of English Linguistics at the

University of Vaasa, Finland, and mother of three bilingual children.

FACT OR MYTH?

2. I don't speak Spanish. If I try to help my child with

Spanish at home and mispronounce words,

November, 15th. 2014


12

Our first language affects and influences in several ways how we acquire a second one. Since human being has the habit to relate concepts or contents, it may be a helpful aid when it comes to learn other languages.

During the process of acquiring a second language some errors can be made, but in a major frequency as if an individual is using his first one to communicate. The relation between Spanish, English and German is a clear example o how cognate words make the learning process easier for those who spoke any of the three of them.

The words order in grammar differs a little from one of the three previous language mentioned; this fact can make learners to get confused and, sometimes, mix them trying to communicate. That situation demonstrates that first language influence is rare in child second language acquisition; which is totally comprehensible since we can see how little kids can communicate, in some cases, using at least two different tongues. These children are acquiring their first one and still don’t have “bad language habits” to get them confused by using another one.

It is important to monitor the learning process of languages since young ages, so learners can distinguish the differences between the ones they are surrounded with. This acquisition may be slow depending on the environment or context of individuals but we have to be focused on the main purpose, use languages to COMMUNICATE.


second language acquisition: By Karla María Hernández Ramos

FACT! Learning a second language young actually

improves reading abilities and general literacy in the

first language.

Reference: Demont, E. (2001). Contribution of early 2nd-language

learning to the development of linguistic awareness and learning to read.

International Journal of Psychology, 36(4), 274-285. from PsycINFO

database.

FACT OR MYTH?

3 Starting a language young will enhance

literacy development in the first language.

November 15th, 2014


13

Does the first language interfere in the acquisition of a Second Language? For many years, it has been said that this is true, and that it is the only source of syntactic errors, but it is not the only source of errors. Studies have been done and there more interesting sources that need to be considered when making this question.

The researches have given some findings that happen in these days. The strongest influence of first language is in complex word order and word for word translation as in:

Yo no soy maestro de inglés.

I not am teacher of English.

Another is to try to translate words that appear to have the same meaning in both English and Spanish, but their meanings are completely different as in:

Realize is similar to Spanish Realizar, but the meanings are totally different.

Studies also show that when there is a really poor acquisition of the first language, it will affect the second language acquisition because during the learning process, new words come across and their meanings are ignored even in the first language.

It can be concluded that the first language really interferes in the second language acquisition and it is important to try to practice the second language as much as possible in order to reduce these common mistakes.


second language acquisition: By Elmer Estuardo Valle Pérez

FACT! Research shows that multilinguals have enhanced memory, planning, and multi-tasking skills. When learning

multiple languages young, the brain is trained to attend to salient information and to disregard non-pertinent

information, a skill that later supports better focus, memory, planning and multitasking abilities.

Reference: research at ACTFL (American Council on the teaching of Foreign

Languages)

FACT OR MYTH?

4. Children who learn another language

young demonstrate better focus and multitasking skills.

November 15th, 2014


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For many years, it had been presumed that the major source of syntactic errors in second language acquisition was the “First Language interference”. Therefore it had become one of several sources of error in second language performance and had influenced the theoretical model of it.

According to research, there are relevant findings on First Language influence; such as, L1 influence appears to be strongest in complex word order and in word-for-word translations of phrases. For example, in sentence construction, Guatemalan students learning English make word error when using adjectives in sentences, such as “The car blue is mine.” instead of “The blue car is mine.” There L1 interference pertains primarily to adjective position. Also in word-for-word translations as LoCoco found, Spanish students increased in interference type errors called “whole expressions terms”, learners translate into English sentences doing it word by word loosing the structure of the sentence in L2. In addition L1 influenced is weaker in bound morphology, as Duskova recorded in his notes, the omission of plurals on nouns, or lack of subject-verb agreement, etc. interfered between the terms of the English subsystem. Spanish students not used to add ‘s’ to verbs in third person, always confuse whether using ‘s’ or not in sentences when performing English as a L2. Besides, First Language influence seems to be strongest in “acquisition poor” environment. Dylay, Burt, Gills and Weber demonstrate that L1 influence immerses in bilingual programs where input comes from teacher and not from peers. So L1 influences situations where children got a low acquisition or fewer

FACT! New brains are "equipped with the ability to pick up any language equally well. Infants and

children learn the language that...is used with them in

everyday life."

Reference: The Bilingual Edge, p.39, Alison Mackey, Kendall King.

FACT OR MYTH?

5. Mandarin is no harder to learn than

Spanish.


second language acquisition: By Mirza Paola Barrueto Valdez

November 15th, 2014


15

Language is the system of spoken and written human communication. This essay develops of how first language influences in the second language acquisition.

First language influence appears to be strong in complex word order and in word-for. Word translation of phrases, in other words you can realize the influence of mother tongue when you notice errors of sentence construction, word order and word-for-word translation. for example: in countries where Spanish is spoken, students tries to make their Spanish words into English so it is common when you hear a student says: this is my cap instead of raincoat "using" or "translating" the Spanish word "capa". Another example could be the order of the words , Spanish students or people that Spanish is their first language will notice how difficult is to arrange correctly the words in English for example they will tend to say: " the house red" instead of the correct word order " The red hose" .

Second, first language influence in weaker in bound morphology. This means that first language influence could interfere in bound morphology for example: lack of subject-verb agreement, omission of plurals etc. this is noticeable when students start to write essays or homework. Students tend to forget to write the subject of personal pronouns and it is common to see paragraphs in which there is just omitted the subject as they mentioned in the beginning. so you can notice paragraphs or sentences as follows: "Jose is handsome", is tall , is architect, etc. "which is incorrect but they do not notice because of the first language influence.

Third, First language influence seems to be strongest in "acquisition poor" environments. It is interesting to see that signs of first language influence can be found from teachers and not from peers.

In conclusion, these three statements reinforce and confirm that it is unavoidable the influence that the first language of mother


second language acquisition: By Martha Rios

November 15th, 2014

MYTH! Research shows that personal interaction

improves sound acquisition and vocabulary much more

than TV or CDs alone.

Reference: Early Language Acquisition: Cracking the Speech Code, Patricia K. Kuhl, Nature Reviews. Neuroscience.

Volume 5. November 2004. 831.

FACT OR MYTH?

6.My child has videos and CDs. He doesn't

need a language class.

```

J HUMOR!!

language evolution magazine no. 1

Documents

grammar translation

grammar rule

grammartranslation classes

grammar study

conscious control of

particular item of grammar

mother tongue translation

vocabulary list