Vocabulary building

Vocabulary BuildingBilingual Mini-Books 15 Picture Dictionaries of Spanish-English Cognates That Help English-Language Learners Build Confidence in Reading and Writing by Merri Gutierre

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Vocabulary Building

Bilingual Mini-Books

15 Picture Dictionaries of Spanish-English Cognates

That Help English-Language Learners Build Confidence in Reading and Writing

by Merri Gutierrez

New York • Toronto • London • Auckland • Sydney

Mexico City • New Delhi • Hong Kong • Buenos Aires

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reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher For information regard- ing permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.

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Teaching English-Language Learners

With Spanish-English Cognates

What Is a Cognate? 4

Why Use Cognates to Teach? 4

Lowering the Affective Filter 5

Meeting the Standards 7

Making the Mini-Books 8

A Model Lesson 8

More Language-Building Activities Using the Mini-Books 9

Other Activities for Building Vocabulary 9

More Cognates 10

References 12

The Mini-Books Transporte/Transportation 13

Calendario/Calendar 17

Animales/Animals 21

Comidas y bebidas/Food and Drink 25

Frutas y vegetales/Fruits and Vegetables 29

Deportes/Sports 33

En casa/At Home 37

Formas/Shapes 41

Libros/Books 45

Diversiones/Fun! 49

Matemáticas 1/Mathematics 1 53

Matemáticas 2/Mathematics 2 55

Lugares/Places 57

Vestidos/Clothing 61

Mi libro de cognatos/My Book of Cognates 63

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Teaching English-Language Learners With Spanish-English Cognates

Why Use Cognates to Teach?

Native Spanish speakers comprise the fastest growing sector ofthe U.S school-age population They come to the United Stateswith a wealth of Spanish vocabulary—funds of knowledge thatcan be used to build English-language vocabulary If Spanish-speaking students can recognize cognate relationships, theirEnglish reading can be enhanced; once they know the word inSpanish, recognizing it in English is significantly easier

Using cognates is like providing shelter “Sheltering” is a broadterm that includes many different strategies for providingsecond-language learners with language they can understand(Krashen, 1981) Slowing down when you speak, pantomimingdirections, and using props are all examples of sheltering in theclassroom So is using cognates Cognates provide a little

“shelter from the storm”!

What Is a Cognate?

Cognates are words with similar pronunciations, spellings, and meanings in

two languages For instance, though pronunciation is slightly different, radio

is the same word in both Spanish and English Some cognate pairs may have

the exact same spelling but different pronunciation (such as radio), others may differ slightly in both spelling and pronunciation (bicicleta/bicycle) In

either case, the meaning is the same between languages Since so manywords in Spanish and English derive from Latin, there are thousands ofcognates between Spanish and English

Nombre Name

Fruits and Vegetables

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word autor in Spanish, it’s a natural and immediate step to

acquire the English word “author.” When teaching Spanish

speakers English, you can capitalize on this existing knowledge

and boost students’ self-confidence Cognates can become

familiar “footholds” in the vast mountain range of new words!

When students are aware of Spanish-English cognates, they do

better on vocabulary tasks (Nagy, Garcia, Durgunolgu &

Hancin-Bhatt, 1993) More specifically, word structure analysis skills

transfer from Spanish to English in reading when bilingual

readers make use of their knowledge of cognates In their study

of strategies used by Spanish-English readers, Jiménez, García

and Pearson (1996) found that the identification of cognates in

decoding unknown words was a key feature of bilingual

readers’ repertoire of skills when reading in both languages

The benefits continue once the student has become a fluent

English speaker Research evidence supports the conclusion that

proficient bilingual and biliterate children and adults have

heightened metalinguistic awareness and knowledge that may

enhance their ability to use linguistic processes and analysis in

second-language reading (Albert & Obler, 1978; Bialystok, 1991;

Cummins, 1976; Gass & Selinker, 1983; V González, 1999;

Goswami, 1999; Muñiz-Swicegood, 1994; Zunkernick, 1996)

Lowering the Affective Filter

Krashen (1981) introduced the concept of the affective filter—

the emotional block that hinders learning Simply put, when

we’re stressed out, we don’t perform as well! It’s the same with

second-language learners When anxious, self-conscious, or

overwhelmed, the learner is more likely to “shut down”

cognitive functions You can help keep the affective filter low

by keeping the student’s language demands appropriate—

difficult enough so the student is learning, but easy enough as

to be achievable Using cognates as a starting place builds a

comforting bridge for the learner The message is, “You already

know this word!” Using cognates shows the student that you

understand his or her previous experience and you believe that

speaking Spanish is helpful in learning English With this kind of

value placed on the native language, students are more likely

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a new language.

Students from homes with languages that differ from thelanguage spoken at school are frequently evaluated on theirinadequacies, rather than on their strengths (Allington &

McGill-Franzen, 1991) Here is an opportunity to focus on thewealth of knowledge students already have—and give them amuch-needed boost into reading, writing and speaking inEnglish Your belief in the positive role of the primary language

in development of cognitive academic skills will go a long way.The National Association for Bilingual Education (1995)

reported a compendium of research showing that whenteachers understand and believe in the important role ofprimary language in literacy learning, English-language learnersshow higher levels of academic achievement

Calendario

Calendar

Nombre Name

baseball boxeo

boxing esquí

skiing fútbol football gimnasia gymnastics golf

golf karate karate olimpiada Olympics tenis tennis vóleibol

volleyball 8

espiral spiral hexágono hexagon octágono octagon óvalo oval pentágono pentagon pirámide pyramid rectángulo rectangle triángulo triangle

Nombre Name

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ESL Standards for Pre-K–12 Students (Teachers of English to Speakers

of Other Languages, 1997) state what students should know and be

able to do as a result of ESL instruction These are guideposts for

students’ social and academic language development and sociocultural

competence Since a strong vocabulary base is necessary to

second-language competence, these mini-books will help you help your

students meet the challenge of functioning in a new language

ESL Standards

Goal 1: To use English to communicate in social settings.

Standard 1: Students will use English to participate in

social interactions

Standard 2: Students will interact in, through, and with

spoken and written English for personal expression

and enjoyment

Standard 3: Students will use learning strategies to

extend their communicative competence

Goal 2: To use English to achieve academically in all

content areas.

Standard 1: Students will use English to interact in

the classroom

Standard 2: Students will use English to obtain, process,

construct, and provide subject matter information in

spoken and written form

Standard 3: Students will use appropriate learning strategies

to construct and apply academic knowledge

Goal 3: To use English in socially and culturally

appropriate ways.

Standard 1: Students will use appropriate language variety, register,

and genre according to audience, purpose, and setting

Standard 2: Students will use nonverbal communication appropriate

to audience, purpose, and setting

Standard 3: Students will use appropriate learning strategies to

extend their sociolinguistic and sociocultural competence

Credit: ESL Standards for Pre-K–12 Students (Teachers of English to Speakers of Other Languages, Inc 1997)

7

Meeting the Standards

Comidas y bebidas

Food and Drink

Español English

cereal cereal chocolate chocolate espaguetis spaghetti hamburguesa hamburger limonada lemonade panqueque pancake pizza pizza

t t

rancho ranch restaurante restaurant

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You can use any of these mini-books to help students strengthen ulary, build confidence, and enhance reading skills Use the followingsuggestions to help students get the most from their mini-books.

vocab-1 Give the student a mini-book and invite the student to write his or

her name on the line Open the book to the first page Say, in English

and Spanish, These words are similar Las palabras son similares Read

a few of the words out loud in English, and have the student say theSpanish words after you, using the pictures as a cue This puts theentire book in context, as the student sees that all the words in thebook will be words that are already familiar to him or her

2 Have the student copy each word in English on the line provided and

read it aloud again If he or she is familiar with the English alphabet,

1 Make a double-sided copy of the mini-book pages on

8.5- by 11-inch copy paper

2 Once you have double-sided copies, place page 3 behind

the title page

3 Fold the pages in half along the center line

4 Check to be sure the pages are in proper order, then staple

them together along the book’s spine

For the two-page mini-books, simply make double-sided copies and fold

Making the Mini-Books

A Model Lesson

vagón wagon

submarino submarine

bicicleta bicycle

tren train

aeroplano airplane ambulancia ambulance bicicleta bicycle bote boat canoa canoe carro car helicóptero helicopter motocicleta motorcycle submarino submarine taxi taxi tren train vagón wagon 8

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• Older students might circle or highlight the differences

between the Spanish words and the English words, indicating

which letters are different between the cognates

• Use a mini-book as the basis for a weekly vocabulary or

spelling test

• Invite students to create crossword puzzles or word searches

using the words

• Challenge students to write sentences or stories that include

the words in the mini-book

Other Activities for

Building Vocabulary

• When you read aloud to the group, ask the Spanish speakers

to raise their hand when they think they hear a cognate Stop

reading and discuss the word

• Use a buddy system, and have the Spanish speaker read a

mini-book to a friend Have the Spanish speaker teach the

English speaker some words in Spanish This can build

classroom community as native English speaker can empathize

with the newcomer

• Play a matching game Pair students and give each pair a set

of cognate cards: one card has the English cognate and the

other has the Spanish Students find the match for each card

More Language-Building Activities

Using the Mini-Books

clase

class

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In addition to the cognates that appear in each of the mini-books,here are some other cognates you might introduce with English-language learners Students can make and illustrate their own mini-books using these lists

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Similar Endings

Some Spanish words ending in -ción are easily recognized in

English with -tion endings:

Some words in Spanish that end in o are easily recognized in

English without the o:

Some Spanish words that end in -ente or -ante are easily

recognized in English by dropping the final e:

Some Spanish words that end in -mente are easily recognized in

English with an -ly ending:

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Allington, R L., & McGill-Franzen, A (1991) Educational reform and at-risk children:

Exclusion, retention, transition, and special education in an era of increased accountability Final report to the U.S Department of Education, Office of

Educational Research and Improvement (Grant #R117E90143) Ard, J & Homburg, T (1992) Verification of language transfer In S M Gass & L.

Selinker (Eds.), Language Transfer in Language Learning, pp 47–70.

Cisero, C A., & Royer, J M (1995) The development and cross-language transfer of

phonological awareness Contemporary Educational Psychology 20, pp 275–303 González, V (Ed.) (1999) Language and Cognitive Development in Second

Language Learning Boston, MA: Allyn and Bacon.

Jiménez, R T., García, G E., & Pearson, P D (1996) The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities

and obstacles Reading Research Quarterly, 31 (1), pp 90–112.

Krashen, Stephen (1981) Second Language Acquisition and Second Language

Learning, Pergamon Press.

Lee, J., & Schallert, D L (1997) The relative contribution of L2 language proficiency

and L1 reading ability to L2 reading performance TESOL Quarterly 31 (4), pp.

713–739.

Legarreta-Marcaida, D (1981) Effective use of the primary language in the

classroom In California State Department of Education School and Language

Minority Students (pp 83–116) Los Angeles, CA: Evaluation, Dissemination and

Assessment Center.

Mora, J K (2001) Learning to spell in two languages: Orthographic transfer in a

transitional Spanish/English bilingual program In P Dreyer (Ed.), Raising Scores,

Raising Questions: Claremont Reading Conference 65th Yearbook Claremont,

CA: Claremont Graduate University.

Muñiz-Swicegood, M (1994) The effects of metacognitive reading strategy training

on the reading performance and student reading analysis strategies of third

grade bilingual students Bilingual Research Journal 18 (1 & 2), pp 83–97.

Nagy, W E., Garcia, G E., Durgunoglu, A & Hancin-Bhatt, B (1993) Spanish-English

bilingual students' use of cognates in English reading Journal of Reading

Behavior, 25, pp 241–259.

National Association for Bilingual Education (1995) Teaching literacy to bilingual

children: Effective practices for use by monolingual and bilingual teachers NABE

News (August) Washington, D.C.

Odlin, T (1989) Language transfer: Cross-linguistic influence in language learning.

New York, NY: Cambridge University Press.

References

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