Sunday, February 19, 2012

Applications from Freeman & Freeman

5. Concerning common allophones in English versus other languages, I discovered when I was learning Korean that there are similarities between some Korean alphabet characters and their counterparts in our Roman alphabet. For example, some consonants in Korean are unaspirated (unaccompanied by a puff of air) and they have an aspirated version. For example the Korean character of sounds most closely to the letter D in English. The aspirated version sounds most like the letter T. In this way I realized that in English the letter T is similar (but not exactly) to the letter D accompanied by the puff of air. This helped me when trying to figure out Korean pronunciation, as I would mentally translate the Korean character to the corresponding letter in English. This is the mental list of Korean/English equivalents that I carried in my mind when first learning to read and speak the Korean alphabet:

Korean English G

Korean English K

Korean English B

Korean English P

Korean English J

Korean English CH

Korean English (silent consonant)

Korean English H

Korean English D

Korean English T

The consonants that did not have aspirated versions include the nasals / N and / M. This is something I discovered while learning Korean, but reading our text I see that there are many more allophones than that. In Freeman, p. 88, it states that the phoneme /t/ has six variations in English.

Based on our readings, I believe that the rules for allophones can be different across languages.

6. I have lived in west Texas and there is definitely a different dialect there than in Pennsylvania. Some differences in pronunciation I remember include the word help, as in “May I help you?” A person with the west Texas dialect pronounced it as hep with the /l/ left out. Other differences in pronunciation were words like time is pronounced like tahm. Often the final –g sound at the end of –ing words would be omitted. However, I think this is common in many dialects of the United States.

Some words used in that dialect that are different than northeast Pennsylvania include “y’all” as a contraction for “you all.” This is usually associated with the American South in general. I believe that there is a bias against certain accents, or perhaps stereotyping based on dialect. It is generally considered that people from the South are slower, polite, and more laid back. People with a New York City dialect may be stereotyped as rude, in a hurry, and aggressive.

I appreciate the different dialects and prefer that people use them in everyday speech as long as it does not interfere with their ability to communicate. However, in light of the biases against dialects I would understand if people in certain occupations or situations took classes in dialect reduction.

MINIMAL PAIRING

In my adult classroom I often have ELL students whose native language is Spanish. Many are working parents who need to quickly assimilate into the English speaking culture. My first exercise for minimal pairs would stress the different vowel sounds in English as it is difficult for native speakers of Spanish. This is primarily because in Spanish the vowels are always and consistently pronounced the same way. As we know, this is far from the case with English!

I would have cards made up for the students so that each student could take a set home to practice outside school. For the classroom activity we shuffle the cards and pass them out among the students. For 5 to 10 minutes each student will look at the card and pick a classmate to pronounce the pairs out loud, then repeat by listening to the classmate. If I wanted to add an additional challenge, one classmate could read the minimal pairs and another student stand at the board and write what they hear. It might be interesting to see if they can understand each other.

The words in my first list might include the following minimal pairs:

and/end

bet/bait

bet/bat

bit/beet

bought/bet

cart/caught

cat/cart

cat/cut

caught/coat

caught/cot

coat/cot

hour/are

itch/etch

kettle/cattle

mat/met

set/sat

sheep/ship

sit/set

tail/tell

tail/tile

ten/teen

tile/toil

tin/ten

Following the exercise I could have a bottom-up method illustrated reading exercise incorporating the words to be read aloud in class.