Tales From the Third Grade

So as most of you guys know, I am responsible for a crop of adorable (“devilish though they may be”) second and third graders as a counselor at Recky’s Day Camp. And as you can imagine, I’ve been covertly using them to conduct informal field studies of language acquisition, literacy, and bilingualism (in essence, I am being paid to do amateur linguistic “research” with unsuspecting, unpaid subjects… I love my job). So, I thought I would share some cute and surprisingly enlightening anecdotes.

First, I have a seven-year-old boy named Jason, who is of Chinese descent, but was born in the United States. His parents speak Cantonese (most of his family is from Hong Kong), some Mandarin, and English. His mother has also lived in Paris and speaks fluent French, and is teaching him a little bit. He has two-year-old twin siblings, who only speak Cantonese. One day a couple of weeks ago, Jason was telling me about how he goes to Chinese school to learn how to write in Chinese, and how even though Cantonese and Mandarin are different, they have the same writing system. He told me how he found learning to write Chinese very hard, because you have to memorize lots of characters—one for each word. I said, “It’s not like English, is it? Because in English we have letters that stand for sounds instead of words. The sounds all put together make up the word.” At this point, another boy piped up: “Yeah, that’s why English is the easiest to read! Because the letters stand for sounds! But it’s also the hardest to pronounce, because we have letters like ‘ph’ that make the wrong sound.”

So these kids not only have phonemic awareness, but also an idea of how writing systems vary in different cultures for different languages—which is more than can be said for many adults today. In short, these kids are AMAZING!

Jason tells me that he is “A little bit Chinese, a little bit English, and a little bit French,” because these are the languages that he speaks. He speaks English best, followed by Chinese, since as a baby his parents spoke both languages to him, but he has spent more time immersed in English because he goes to public school in the United States. He speaks only a little bit of French because of his mother, yet still counts this as part of his linguistic, and therefore ethnic identity. On the subject of language and identity, this is kind of a revolutionary idea. Jason looks Asian, and clearly grew up in a home with some Chinese customs—to any person on the street, he would just be an “Asian kid.” But to Jason, his ethnic identity is much more complex. He feels that because he speaks English and French also, he therefore partakes of the cultures that speak these languages, and therefore they make up part of his ethnic identity.

Jason may learn later that most of the world does not see ethnic identity in this way. Or, Jason may simply be part of a post-racial generation—where our definitions of “identity” are based on culture (I include language in this, even if some linguists might disagree) rather than biology (in race or in ethnic group).

Pamella is eight-years-old and grew up in a bilingual household, speaking both Spanish and English. Her father is Colombian and her mother is Peruvian. Like Jason, she makes fine distinctions between different dialects. She knows that her family speaks Spanish, but sees a distinction between the way her mother’s family and her father’s speak Spanish. “It’s the same language but it’s different. Sometimes they have different words for the same thing.” I tried to explain to her that it’s the same with British and American English. Pamella also says that speaks “more Peruvian than Colombian,” because her mother and grandmother speak Peruvian Spanish. For me, this just reaffirms the mother’s critical role in teaching language to her children (from “baby talk” in infancy and beyond). Sometimes I wonder if it had been my mother who spoke Spanish in my family, if I might have picked it up as a child. Quién sabe?

I like to practice my Spanish with Pamella sometimes, but I’ve noticed that whenever I speak to her, she’ll answer me in English. I used to think she did that because my Spanish was so poor. Then my Spanish instructor at Berlitz told me that the same was true of her kids, who are bilingual. I realized that the same is true of many other bilingual families I’ve known. (And now think about all the kids our age who have told you that they can understand a language that their family speaks… but can’t speak it.) Is it because the non-English language becomes secondary for the child after living and going to school in the English-speaking United States? I wonder.

Sometimes the counselors also have to speak to parents who speak little English. One day, I got this fabulous note from an ELL parent—a juicy ELL writing sample:

“To. Recky

This is Seoyoung’s mom.
She is gonna be absent tomorrow.
We are going to go to North Carolina to visit my aunt.
Thanks for your understand.”

Of course, I read this and absolutely loved it! Look at Seoyoung’s mother’s brilliant use of “gonna” as an English idiom. She’s a bit ahead of the curve, since “gonna” isn’t really accepted as legitimate in written English yet (though it should be and probably will be soon enough). She also chooses “thanks” as the informal, abbreviated form of “thank you.” She has mastered the present progressive-plus-infinitive construction, demonstrated in “we are going to go.” She also recognizes and makes use of two different meanings of the verb “to go” (she knows “going to” expresses an event in the future, as opposed to the general meaning of the verb, which expresses movement). She only misses by using “understand” instead of the gerund form “understanding,” where she means for the word to function as a noun—the object. Not sure what’s going on with her use of the period instead of the colon in “To. Recky”—though I do know some Koreans who use it instead of a comma in writing letters (ex. “Dear Amy.”), or for some reason include it at the end of titles (ex. “An Introduction to Hungarian Folklore.”). Otherwise, this note is completely clear, coherent, and understandable. Seoyoung’s mom showcases ELL at its finest.

--Amy

Hooked on phonics?

I do like Kim’s idea for some word superlatives, though idioms could be fun to list too, as Zinna’s Slate article does.

But I wanted to post on ELL (English Language Learning, formerly known as ESL or English as a Second Language) and phonics because I’ve gotten really into phonology and language acquisition over the past month (through tutoring as well as chatting with some of my ELL second grade campers at Recky’s). I actually got some old phonics textbooks out of my second grader teacher (you never know where you can find excellent resources… ask around).

So I guess what triggered this was thinking about the different pronunciation of “woman” versus “women” in English. The only semantic difference is that one word is singular and the other is plural. Woman is made plural by changing the –an to –en (as in “man” to “men”), and making plurals this way in a language is kind of strange to begin with (if I were a second grader, I’d be asking, “Wait, aren’t you supposed to just add –s to a word to make it plural?”). Even stranger is the accompanying change in the pronunciation of the first syllable (from WUH-man to WIH-men… or something like that; “Wait, the letter ‘o’ doesn’t make that sound!”). I was wondering how an English Language Learner comes to master such bizarre changes of pronunciation like that in English, since there are so many bizarre cases like that out there. (It’s like the Stanley Fish thing we talked about… “ghoti” could realistically be another spelling of the word “fish,” if we use the way “gh” is said in “cough” (/f/), the way “o” is said in “women” (/I/ or a short “i” sound), and the way “ti” is said in the word “intuition” (/š/ or “sh”).)

This brings us to the issue of phonics as an area of an instruction, for native speakers as well as learners—which is a huge debacle in education now. Phonics involves teaching children to associate English letters with certain sounds, as well as to put letters together making sound blends (like “ch” and “tr”). So in essence, it seeks to teach which letters produce each phoneme, which in turn helps children to understand the composition of words, so that they can eventually begin to decode unknown words (based on letter/sound correlation). There is a wealth of evidence to suggest that this is a very effective way of teaching young children to read (almost counterintuitively, because we know English has SO MANY exceptions where the resulting pronunciation of a word seems completely nonsensical given the way it’s spelled). Regardless, it seems most every major study has come to the conclusion that phonics IS in fact very effective (Wikipedia gives a nice summary under the “phonics” entry… the information seems correct since I’ve also read it from journals The Reading Teacher and American Educator). Yet for some reason a strong opposition remains (not sure what their argument is…considered too juvenile for students, maybe? Or perhaps for the same reasons we don’t teach grammar (an equally un-sexy subject) anymore… wait, I can’t think of any good reasons for not teaching grammar). Apparently it’s even bitterly opposed within our school district (I get the sense Mrs. McDonough is running the “Underground Railroad” of phonics programs with Mrs. Fox at Stillman. The other three schools do not teach phonics). Maybe this isn’t a problem if our schools ultimately produce competent readers… but oftentimes they don’t—and as a nation we lag behind many other industrialized countries in reading level of students. Why don’t we use the time-tested, research-backed tools we have available to help our kids to become better readers?

With regard to phonics and ELL, apparently there is also a place in the classroom for phonics instruction in the student’s native language, because if a student develops phonemic awareness in one language (Spanish for example, given 80% of ELLs in the U.S. use Spanish as their primary language), she can transfer phonemic awareness from one language to another, according to an article in The Reading Teacher (“Conciencia Fonémica en Español (Phonemic Awareness in Spanish)” by Hallie Kay Yopp & Lilia Stapleton, February 2008). “Encouraging English-language learners to build phonemic awareness in their native language leads to gains in their English reading skills.” The abstract can be found here. If you want an actual copy, let me know. ELL is actually the most interesting thing in the world. I wish I had paid more attention to it while we were still in school (CSI internship?).

And then there’s the most elusive aspect of ELL and second language acquisition in general—the question of the accent! For those of us who went to the Swarthmore conference on sign language acquisition, we’ll remember how Deborah Chen-Pichler talked about having an “accent” (in the form of hand shape) as an M2 (mode 2) learner of ASL. As with any other language, it seems as though if one learns it after a certain point in her childhood, one is forever doomed to speak it with a foreign accent (with rare Alon Harish-type exceptions). This seems to correspond with the whole critical period idea… at some point we stop absorbing language like little sponges, and acquisition becomes a difficult, draining, conscious process (as most of us know through our high school studies)… though apparently there have been all sorts of recent challenges to the critical period hypothesis (según Maestra Giblin). I should really look into that and post for y’all (also, an unrelated thought—but can we please revive the second person plural pronoun? It’s so necessary!).

In any case, se supone que most every ELL student who learns after a certain age will have some accent, even if he speaks perfect English otherwise. Yet I’ve noticed that some of my kids who are still within the “critical period” and often speak English at home still have accents. In particular, I have an Israeli girl who speaks to her parents in a mix of English and Hebrew, and she speaks normal English, but with a very think Hebrew accent! Meanwhile, I have two twins brothers who speak almost exclusively Hebrew at home, and they have no accent at all. Why? I think the problem is that the girl learned English from her parents, who speak it well but likely with a very heavy accent. Meanwhile, since the twin brothers learned English exclusively outside the home, they didn’t retain an accent (since they’re still young enough to completely learn a another language without an accent). I was talking to my second grade teacher about this, who was telling me how her Korean kids who come in with no knowledge of English end up speaking better sometimes than Israeli kids who learned English at home. Of course that doesn’t always happen, since I know plenty of people who grew up in bilingual households speak without an accent. But I thought this was worth reporting since more than one person has noticed this among Tenafly kids.

In conclusion, let's storm the Board of Education and demand changes in the reading curriculum. Then we can teach phonics to ELLs in underprivileged school districts. I'm down!

--Amy