Essay on Cda Resource File # 5

The mastery of second language phonology refers to the acquisition of the second language (English) sound system, listening comprehension and speaking skills. The acquisition of the L2 phonology is an area of language that has not been thoroughly investigated like other parts of language such as syntax or grammar. In fact, it is only in the last quarter of the twentieth century that studies about this area of language have emerged. As such, research studies about this aspect of second language learning are quite small and recent.

4 . Wou ld it b e b etter to tra n s m it a ll in voice in form a tion from th e origin to Ta m p a a n d for Ta m p a

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

Assonance - Very similar to alliteration, but with vowels or a group of letters involving one

As you stated, phonemic awareness is very important to a child's later achievement in reading and also spelling. Rhyming and poetry are great ways in promoting phonemic awareness. In my post, I also mentioned a similar activity, and I think rhyming is very effective when working with children which is why many class incorporate these types of activities in their classroom. Great

An example of phonological awareness is a child being able to recognize that “sat” and “hat” rhyme. When a child is asked what rhymes with “sat” they should be able to produce a word such as “cat”.

There are plenty of fun activities to do with children when trying to enhance their phonological awareness. Activities that involve using rhyming words, jingles, poems, and syllabus in particular can be very helpful when helping children enhance their phonological awareness.

[p] spill b. low front vowel! [æ] tack c. lateral liquid! [l] lip d. velar nasal! [ŋ] sing e. voiced interdental fricative! [th] this f. voiceless affricate! [č] cherry g. palatal glide! [j] yodel h. mid lax front vowel! [ε] head i. high back tense vowel! [u] food j. voiceless aspirated alveolar stop! [th] team

Music can also help with phonological awareness. According to Yopp and Yopp (2009), phonological awareness is sensitivity to the sound structure of language. It requires the ability to turn your attention to the sounds in spoken language while temporarily shifting away from its meaning. Teachers have been able to manipulate songs that students already are familiar with, such as ‘Old McDonald had a farm’ into an exercise that focuses on listening to the sounds of the words. Children become enthusiastic participants in these playful

12 5.1 Alphabet ............................................................................................................................................... 12 5.2 Double vowels ...................................................................................................................................... 13 5.3 Syllabic nasal ....................................................................................................................................... 13 5.4 Tones..................................................................................................................................................... 13 5.5 Word division ...................................................................................................................................... 13 5.6 A note on 'y' ......................................................................................................................................... 14 6. Grammatical sketch .................................................................................................................................. 15 6.1 Parts of speech ..................................................................................................................................... 15 6.2 Verbs..................................................................................................................................................... 17

[My students know/have the prerequisite skills to succeed in this learning segment where the central focus is IPA (International Phonetic Alphabet). These prerequisite skills are the experience of singing a varied repertoire in multiple languages and being able to maintain their individual part pitches while singing with others in lyrics, solfege syllables, or neutral syllables. While their singing communicates words with clarity in many cases, students are still learning to maintain specific vowel integrity when singing in Ecclesiastical Latin or Spanish. throughout a song. There is a tendency to revert to English sounding vowels in words such as “invisibilium” where the vowel [i] should sound as ee and the vowel [u] should sound as oo. At times, I will hear students sing this word as ihn-vih-zih-bih-lih-am, which is incorrect. This learning segment takes into consideration the fact that some students enrolled in 8th and 9th grades are not as proficient in choral singing as the 10th, 11th, and 12th grade students. The 8th and 9th grade students are still learning to sing with pure vowel sounds. Therefore the learning segment starts from “scratch” with exercises that help students physically feel and recognize vowel formation and sound, progressing in small increments towards the goal of identifying and applying IPA vowels to singing (Duke, 2012). My students with IEP/504 plans are still learning to maintain vowel integrity when singing with others in Ecclesiastical

Languages make meaningful words by combining sound segments depending on rules. Children try to acquire these sounds through listening. By the time goes on, they have a linguistics competence that helps them produce meaningful sounds.

Objective: by the end of the lesson, the learner should be able to identify and pronounce the 5 vowels and the first 10 consonants.

Methodological variables: Improving the pronunciation of plosives, and the rhythm of the produced language , is a process that requires an intentional effort from the learner. “Pronunciation practice involves some drilling because certain challenges are overcome through mastering the mechanics. Just as dancers rehearse moves to the point that they become automatic, speakers need to practice using their articulators in specific ways so that the mechanics become secondary and the attention can shift back where it needs to go – to the meaning.” (Recio, 2011)

Every language has a principle to combine sounds segments to carry out meaningful words. Children adopt sound rules through listening then attempting and making errors. Afterwards, they are able to build up a linguistic competence through recognizing and producing meaningful sounds (Ahmad, 2011).