What form should instruction of cognates take for native Spanish speakers and their classmates?
Truly understanding and owning an aspect of language to the point where individuals use that knowledge in reading can take a long time. This observation applies whether that aspect is the existence of Spanish-English cognates or the features of morphological word families. Becoming facile with cognates and/or in the morphology of Romance-derived words does not necessarily result from a single lesson or even a series of lessons, especially for students who have spent several years in reading instruction where the phonology of the Anglo-Saxon words of English has been the focus. The first principle, then, is that teachers of students from the middle grades through high school need to view cognate and morphological instruction as an essential and consistent part of their instruction. At the same time, there are many ways in which teachers can support students in understanding the Romance system of English that can and should be taught to students in the middle grades and beyond. I can’t d
Related Questions
- Are the majority of students native Spanish speakers, or native English speakers with an undergraduate degree in Spanish?
- What form should instruction of cognates take for native Spanish speakers and their classmates?
- What is the impact of other native speakers being involved in an English/Spanish DLE program?
- What is the impact of other native speakers being involved in an English/Spanish DLE program?
- WHY DO NATIVE SPANISH AND FRENCH SPEAKERS SPEAK SO QUICKLY?
- WHY DO NATIVE SPANISH AND FRENCH SPEAKERS SPEAK SO QUICKLY?
