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DB#11

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While it could be difficult sometimes to differentiate between English Language Learners (ELL) with Language impairments and English Language Learners with merely grammatical and phonological errors, various factors could help an individual to distinguish the two groups (Goldstein, 2004).  These aspects of distinction include fluency, articulation, the effect of the first language, and different vowel and consonant systems. The ideal example to explain this situation would be the variation that exists between an English learner with a Spanish origin and an English learner with learning impairments. This discussion attempts to explain the unique phonological and grammatical characteristics associated with typically developing ELLS and ELLS with language impairment.

Many differences may be revealed while comparing the phonologies of English and Spanish even though they share similar alphabets. These differences could influence Spanish-speaking children who are learning English. ELLs who have internalized the English phonological system may try to transfer what they already know in Spanish to English. Besides, Goldstein (2004) explains that significant differences are associated with the vowel system between the vocalic phonemes in English and Spanish. For instance, the Spanish vowel system has five vowels that consistently represent the single tense vowel, while English vowels represent many lax and tense vowels sounds. This, as a result, may influence an English learner to use forward transfer by substituting tense vowels from the first language for lax vowels in English.

Unlike English language learners with phonological and grammatical errors, English language learners with impairments may be associated with various challenges in articulation and fluency. Students who have an impairment in reading may find it challenging to process the language they are learning. Consequently, such students find it challenging to form clear and distinct sounds while speaking English, and this impacts their fluent speaking abilities.

 

Reference

Goldstein, B. A. (2004). Bilingual Language Development and Disorders in Spanish-English Speakers. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.

 

 

 

 

 

 

 

 

 

 

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