Jump Start
into Spanish
Handbook
Prepared by the
Alabama Education Association
ACKNOWLEDGEMENTS
This publication is one giant step in fulfilling the commitment of the Alabama Education
Association to all of the children and the citizenry of this state. It has been a vision of the Alabama
Education Association for many years to assure that the needs of our students were met. However,
it was under the leadership of Kathy McVay, a dream catcher and past president of the Alabama
Education Association, who inspired the Association to begin responding to this unmet need in our
state.
Thanks to President Peggy Mobley who has continued the legacy of responding to the needs
of our members by her continuous support of this program. None of this would happen without the
hard work by the members of the English Language Learners Curriculum Committee. A special
thanks to the dedicated and committed members: Marien Amerigo, Claudia Baez, Marjorie
Bermúdez, Alice Careaga, Brenda Coleman, Mayté Cotton, William “Bill” Gardner, Yamilé R.
Nuckels, Thomas Phillips, Barbara Rogers, Millie L. Rowley, Sylvia M. Taylor, Bryan Ward, and Mary
Westbrook and Consultants Dr. Paul R. Hubbert, AEA Executive Secretary, Tyna D. Davis, Manager
of the Education Policy and Professional Practice Division, Angelita Jackson, former Director of the
Education Policy and Professional Practice Division, and Monica Washington, Secretary of the
Education Policy and Professional Practice Division and to Pamela Fossett for editing the manual.
A special thanks to Libby Atyola of Sebring, Florida for her contributions to the development
of the program.
The Education Policy and Professional Practice Division strives to remain on the
cutting edge of issues in education and prepare our members for state-of-the-art practice
in the profession. The members of this division are greatly indebted to the people
named above for their hard work and support of this meaningful project. It is our goal that public
schoolteachers and students all over our great state will benefit from these efforts.
Tyna D. Davis, Manager
Education Policy and Professional Practice
Alabama Education Association
GREETINGS
Dear Member:
This new publication, Jump Start into Spanish, is another of the many efforts AEA
M
undertakes to serve the needs of our 92,000+ members. E
No one would have dreamed only a few years ago that teachers in Alabama would be S
needing to communicate with their students in any language other than English. As needs of S
our schools and our members change, so must the services of the Association. A
Hopefully you will find this work compiled by Mrs. Davis and her staff with the help of G
many of our talented members to be very helpful.
E
Sincerely, S
F
R
Paul R. Hubbert O
Executive Secretary
M
T
Greetings: H
An idea, whose time has come and is long overdue, is to sensitize teachers in E
Alabama and across this country to the need for them to know and appreciate the Spanish
language. Imagine what it would be like to go to Russia and try to take a course in Russian
history with Russian teachers, and the only language spoken is Russian, but the only
E
language you know is English. This usually happens when young children in schools in X
Alabama and across this country are confronted with teachers who are speaking English only E
and the child sits in the classroom helpless because he/she cannot understand one word the C
teacher is speaking. U
Nothing is more important than for teachers to be able to communicate to their pupils, T
regardless of the language the child speaks. AEA’s involvement in this is long overdue. In
fact, I have advocated for a long time that every teacher, who is a public school employee,
I
should have a few Spanish phrases committed to memory. If nothing else, the teacher would V
be able to say hello, goodbye, good morning, what’s your name, what’s your address, or what E
have you.
I believe that every teacher should be offered and have the opportunity to take at least S
one elementary Spanish course so that the children who speak Spanish as their first E
language would not be penalized when they enter the classroom in a country where English
is the official language.
C
It is my hope that, by having this jump start program, it becomes a major launching R
pad to help teachers in Alabama to reach goals in making education easier and accessible to E
all students by having a minimum elementary command of the Spanish language. T
A
Sincerely, R
I
E
Joe L. Reed S
Associate Executive Secretary
1
INTRODUCTION
Welcome to “Jump Start into Spanish!” This beginner’s workshop in conversational
Spanish is provided for Alabama Education Association members to assist them in working
with our English Language Learners. In the last five years, there has been a tremendous
growth of the Hispanic population in the South. In fact, areas that had relatively few Hispanics
are now showing as high as a 300 percent increase (U. S. Census Bureau 2000). While most
southeastern states, including North Carolina, South Carolina, and Georgia, have had large
Hispanics population increases, one of the largest population phenomenons is happening in
our own state.
Alabama is a state with a growing population of Spanish speakers. From 1990 to 2000,
Alabama has seen an increase from 24,629 to 75,830 in the Hispanic population, resulting in
a 208 percent increase within a ten-year period. According to Raul Yzaguirre, from the
National Council of La Raza, “Hispanics are increasingly becoming America’s students,
workers, taxpayers, and voters. We need to make investments in the Latino community now
I to ensure that we reap the payoffs that will benefit all Americans in the future.”
N
T
R This training is called “Jump Start into Spanish.” It is designed to peak your interest in
learning Spanish. AEA is committed to serving the needs of all Alabama students. We hope
O this intensive training workshop will provide you with beginning conversational Spanish skills
D that will enable you to communicate more effectively with your Hispanic students.
U
C
T
I
O
N
2
CONTENTS
Ground Rules – Handout #1 Page 4
Training Objectives – Handout #2 Page 5
Spanish Alphabet Sounds – Handout #3 Page 6
Vowel/Consonant Sounds – Handout #4 Page 7
Pronunciation Practice – Handout #5 Page 8
Essential Words/Phrases – Handout #6 Page 9
Numerals – Handout #7 Page 10
Time/Calendar – Handout #8 Page 11
Time Phrases – Handout #9 Page 12
Clock Faces – Handout #10 Page 13
Family/Clothing/Colors – Handout #11 Page 14 C
O
MathVocabulary/Adjective Opposites/
N
Prepositions – Handout #12 Page 15 T
Question Words – Handout #13 Page 16 E
N
For the Office – Handout #14 Page 17
T
The Nurse – Handout #15 Page 18 S
The Library – Handout #16 Page 19
Cafeteria/Foods – Handout #17 Page 20
Bingo – Handout #18 Page 21
School Setting Words/Phrases – Handout #19 Pages 22-24
Appendix A Page 25
Appendix B Pages 26-30
Appendix C Page 31
Appendix D Pages 32-33
Appendix F Page 34
Appendix E Page 35
Appendix G Page 36
3
GROUND RULES
This is a safe zone!
No rank in the room
Everyone participates
No one dominates
• Be honest
• No long WAR stories
H • Help us stay on track
A
• Listen as an ally
N
D • Speak one at a time
O
U • Be an active listener
T
• Give freely of your experience
#
• Agree if it makes sense to do so
1
• Keep an open mind
• Maintain confidentiality
• Keep a sense of humor
• Be flexible
• Cell phones off
4
TRAINING OBJECTIVES
• Assist the teachers in feeling comfortable working with English Language Learners
• Help English Language Learners feel comfortable and part of the classroom
• Provide teachers with useful common phrases for communicating with ELL
• Stimulate interest of teachers so that they will be on a quest for learning Spanish
• Provide tips for the teachers to help all students, both English and ELL
• Improve the relationship between the Hispanic community and the school H
A
N
• Assist in communicating with Spanish speaking parents and other community
members D
O
U
• Understand Spanish culture T
#
2
5
SPANISH ALPHABET SOUNDS
Spanish Alphabet Spanish Pronunciation English Pronunciation
A Ah ˆ ah
B Be ˆ bay
C Se ˆ say
(CH) Che ˆ chay
D De
ˆ day
E E
ˆ ˆ ay
F E feˆ ay´-fay
G Je ˆ hay
H Ahche
ˆ ah´-chay
I E ee
H
J Hotah ho´-ta
A
K Kah kah
N ˆ ˆ
D L El e
ˆ ˆ ay´-lay
O (LL) Eye
ˆ ˆ ay´-lliay
U M Eme
ˆ ˆ ay´-may
T N Ene
ˆ ˆ ay´-na
(Ñ) Eñie ay´-niay
# O Õ o
ˆ
3
P Pe pay
Q kõõ
ˆ ˆ koo
R Ere
ˆ ˆ ay´-ray
(RR) Erre
ˆ ˆ ay´-rray
S Ese ˆ ay´-ssay
T Te tay
U õõ ˆ ˆ oo
V be (ve) ˆ vay
W double õõ double ve
ˆ
X Ekís
ˆ ˆˆ ay´-kees
Y e
Y or Egree gah
ˆ yay
Z Se tah say´-tah
6
Vowel and Consonant Sounds
Vowel Sounds
a as in father (say ah) as in padre
e as in they (say eh) as in peso
i as in peep (say ih) as in mi
o as in no (say oh) as in no
u as in rule (say oo) as in su
Rules of vocal stress in Spanish
1. If a word ends in a vowel, “n” or “s,” the vocal stress is on the next to last
syllable.
2. If a word ends in a consonant other than “n” or “s,” the vocal stress is on the last
syllable.
H
3. If a word is not pronounced according to these rules, there will be a written accent A
mark. N
D
O
U
Consonant Sounds
T
ch – pronounce like ch, as in church
#
ll – pronounce like ll, as in million
4
ñ – pronounce like ny, as in canyon
rr – strongly trilled or rolled r, as in a series of fast d’s (ddddd)
r – trilled when beginning a word, otherwise not rolled
c – before e or i pronounce like s, as in stop
c – elsewhere pronounce like k, as in kick
cu – pronounce like qu, as in quack
g – before e or i pronounce like h, as in hey
g – elsewhere pronounce like g, as in go
h – is silent. Don’t pronounce it.
j – pronounce like h, as in hey
q – pronounce like k, the u is silent after q
b – pronounce like b, as in boy
v – pronounce like b, as in boy (this is the same sound as the Spanish b)
z – pronounce like the Spanish s
7
PRONUNCIATION PRACTICE
a adiós (goodbye) agua (water) almuerzo (lunch)
b baño (bathroom) boca (mouth) bueno (good)
c casa (house) cara (face) cafetería (cafeteria)
cero (zero) cereza (cherry) cielo (sky)
d dedo (finger) diente (tooth) dolor (pain)
e estudiante (student) escritorio (desk)
f familia (family) fecha (date) frío (cold)
g gracias (thank you) garganta (throat)
gimnasio (gym) gente (people)
h hola (hello) hoy (today) horario (schedule)
i inteligente (smart) invierno (winter)
j juego (game) jabón (soap) jueves (Thursday)
H
A k kilómetro (kilometer)
N l lápiz (pencil) libro (book) labio (lip)
D ll llamar (to call) lluvia (rain)
O m mesa (table) madre (mother) mano (hand)
U
n nueve (nine) número (number) nombre (name)
T
ñ mañana (tomorrow) niño (child)
# o ocho (eight) ojo (eye) otro (another)
5 p padre (father) papel (paper) parada (bus stop)
q qué (what) quién (who) quince (fifteen)
r regla (rule) reloj (clock) ropa (clothes)
rr perro (dog) correr (to run)
s sábado (Saturday) salida (exit) semana (week)
t tarde (afternoon) tarea (homework) trabajo (work)
u uno (one) último (last) usar (to use)
v volver (to return) vomitar (to vomit) viernes (Friday)
w web (web)
x examen (test) éxito (success) extra (extra)
y yo (I) ya (already/yet) yogurt (yogurt)
z zapato (shoe) zorro (fox)
8
ESSENTIAL WORDS AND PHRASES
English Spanish English Spanish
Good morning Buenos días. Where are you ¿De dónde eres?
Good afternoon Buenas tardes. from?
Hello! ¡Hola! Fill out this form. Completa esta
Welcome Bienvenido(s). forma.
How’s it going? ¿Qué tal? Write your name. Escribe tu nombre.
How are you? ¿Cómo estás? Can you speak ¿Puedes hablar
Please Por favor. English? inglés?
Thank you. Gracias. Salute the flag. Saluda a la bandera.
You’re welcome. De nada. Open your book. Abre tu libro.
Yes. Sí. Are you hungry? ¿Tienes hambre?
No. No. Do you need to go ¿Necesitas ir al
How do you say…in ¿Cómo se dice…en to the bathroom? baño?
Spanish? español? Sit down. Siéntate.
H
A
Wait a moment. Espera un momento. Come here. Ven aquí.
N
More slowly, please. Más despacio, por Quiet. Silencio.
D
favor. Follow me. Sígueme.
O
What grade are you ¿En qué grado Form a line. Forma una línea. U
in? estás? It’s time to eat. Es la hora de comer. T
What is your name? ¿Cómo te llamas? Do you need ¿Necesitas algo?
My name is . . . Me llamo… something? #
What is your last ¿Cuál es tu Do you need paper ¿Necesitas papel y 6
name? apellido? and a pencil? un lápiz?
What is your ¿Cuál es tu Do you understand? ¿Comprendes?
address? dirección? Listen. Escucha.
What is your phone ¿Cuál es tu número Stand up. Levántate.
number? de teléfono? Very good. Muy bien.
How old are you? ¿Cuántos años Good job. Buen trabajo.
tienes? What? ¿Qué?
It’s time to go home. Es tiempo de ir a
casa.
9
NUMERALS
English Spanish Symbol
Zero Cero 0
One Uno 1
Two Dos 2
Three Tres 3
Four Cuatro 4
Five Cinco 5
Six Seis 6
Seven Siete 7
Eight Ocho 8
Nine Nueve 9
Ten Diez 10
Eleven Once 11
Twelve Doce 12
H Thirteen Trece 13
A Fourteen Catorce 14
N
Fifteen Quince 15
D
Sixteen Dieciséis 16
O
Seventeen Diecisiete 17
U
Eighteen Dieciocho 18
T
Nineteen Diecinueve 19
Twenty Veinte 20
#
Thirty Treinta 30
7
Forty Cuarenta 40
Fifty Cincuenta 50
Sixty Sesenta 60
Seventy Setenta 70
Eighty Ochenta 80
Ninety Noventa 90
One hundred Cien 100
Two hundred Doscientos 200
Three hundred Trescientos 300
Four hundred Cuatrocientos 400
Five hundred Quinientos 500
Six hundred Seiscientos 600
Seven hundred Setecientos 700
Eight hundred Ochocientos 800
Nine hundred Novecientos 900
One thousand Mil 1000
10
TIME
English Spanish English Spanish
second segundo now ahora
minute minuto later más tarde/después
half hour media hora each day cada día
hour Hora every day todos los días
day día day/night día/noche
week semana last night anoche
month mes weekend fin de semana
year año during the day durante el día
today hoy during the night durante la noche
yesterday ayer in the morning por la mañana
tomorrow mañana in the afternoon por la tarde
tonight esta noche at night por la noche H
A
N
D
O
U
CALENDAR T
#
English Spanish English Spanish 8
Monday lunes April abril
Tuesday martes May mayo
Wednesday miércoles June junio
Thursday jueves July julio
Friday viernes August agosto
Saturday sábado September septiembre
Sunday domingo October octubre
January enero November noviembre
February febrero December diciembre
March marzo
*Days and months are not capitalized in Spanish.
11
Time Phrases
English Spanish
What time is it? ¿Qué hora es?
It is one o’clock. Es la una.
It is two o’clock. Son las dos.
It is three o’clock. Son las tres.
It is four o’clock. Son las cuatro.
It is five o’clock. Son las cinco.
The equivalent of past or after is y.
H
A It is twenty past five. Son las cinco y veinte.
N
D
O The equivalent of to or till is menos.
U
T It’s ten to seven. Son las siete menos diez.
#
9
The term cuarto y media is equivalent to the English expression quarter and half.
It’s a quarter to five. Son las cinco menos cuarto.
It’s half past four. Son las cuatro y media.
As in English numbers can be used in place of the expressions cuarto y media.
It’s 15 minutes to five. Son las cinco menos quince.
It’s 4:30. Son las cuatro y treinta.
12
CLOCK FACES
Under each clock write the time shown in English and in Spanish.
––––––––––––––––––– ––––––––––––––––––– –––––––––––––––––––
H
A
N
D
O
U
––––––––––––––––––– ––––––––––––––––––– ––––––––––––––––––– T
#
10
––––––––––––––––––– ––––––––––––––––––– –––––––––––––––––––
––––––––––––––––––– ––––––––––––––––––– –––––––––––––––––––
13
FAMILY
English Spanish English Spanish
father padre grandson/daughter nieto/nieta
mother madre uncle/aunt tío/tía
son/daughter hijo/hija cousin primo
brother/sister hermano/hermana older/younger mayor/menor
grandfather/mother abuelo/abuela
CLOTHING
English Spanish English Spanish
belt cinturón shirt camisa
cap gorra shoes zapatos
H coat abrigo shorts pantalones cortes
A dress vestido socks calcetines
N hat sombrero sweater suéter
D jacket chaqueta tennis shoes zapatos de tenis
O jeans blue jeans T-shirt camiseta
U pants pantalones umbrella paraguas
T raincoat impermeable glasses gafas
sandals sandalias backpack mochila
#
11
COLORS
English Spanish
yellow amarillo
orange anaranjado
blue azul
white blanco
brown café
gray gris
black negro
red rojo
14
MATH VOCABULARY
English Spanish English Spanish
percentage por ciento how much ¿cuánto?
to buy comprar add suma
to spend gastar subtract resta
discount descuento divide divide
taxes impuestos multiply multiplica
ADJECTIVE OPPOSITES
English Spanish English Spanish
little/big pequeño/grande easy/difficult fácil/difícil
quickly/slowly rápido/lento up/down arriba/abajo H
full/empty lleno/vacio before/after antes/después de A
noisy/calm ruidoso/tranquilo inside/outside afuera/adentro N
heavy/ligh pesado/ligero hot/cold calor/frío D
good/bad bueno/malo closed/open cerrado/abierto O
organized/disorganized ordenado/ late/early tarde/temprano U
desordenado more/less más/menos T
pretty/ugly bonito/feo
#
12
PREPOSITIONS
English Spanish English Spanish
to the left a la izquierda before antes
to the right a la derecha after después
straight derecho with con
up arriba from/of de
down abajo in/on en
behind detrás for por/para
in front of en frente de
15
QUESTION WORDS
English Spanish
What? ¿Qué?
How? ¿Cómo?
Which? ¿Cuál?
Who? ¿Quién?
When? ¿Cuándo?
How much? ¿Cuánto?
Where? ¿Dónde?
Why? ¿Por qué?
H
A
N
D
O
U
T
#
13
16
FOR THE OFFICE/PARA LA OFICINA
English Spanish
How can I help you? ¿En qué puedo ayudarle?
One moment please. Un momento, por favor.
I don't speak Spanish. No hablo español.
Do you speak English? ¿Habla usted inglés?
I speak only a little Spanish. Hablo solamente un poco de español.
Speak more slowly please. Hable más despacio, por favor.
We need an interpreter. Necesitamos un intérprete.
What is your child's name? ¿Cómo se llama su hijo/a?
What grade is he/she in? ¿En qué grado está él/ella?
Who is his/her teacher? ¿Quién es la maestra de él/ella?
Your child is not feeling well. Su hijo/a no se siente bien.
Your child is not behaving. Su hijo no se está comportando
adecuadamente.
Call back later. Llame más tarde.
last name apellido
H
What is your address? ¿Cuál es su dirección?
age edad
A
primary school escuela primaria N
Sign it. Fírmelo. D
schedule Horario O
Fill out this form. Llene el formulario. U
place of birth lugar de nacimiento T
registration matrícula
name nombre
#
phone number número de teléfono
principal director 14
bus autobús
bus stop parada de autobús
bus driver chofer de autobús
bus number número de autobús
Where does your father work? ¿Dónde trabaja tu papá?
Where does your mother work? ¿Dónde trabaja tu mamá?
Do you have brothers and sisters? ¿Tienes hermanos?
What's your father's name? ¿Cómo se llama tu papá?
What's your mother's name? ¿Cómo se llama tu mamá?
Welcome Bienvenido/s
I'm glad to see you. Me alegro de verte.
I'm sorry. Lo siento.
Excuse me. Perdón.
This is beautiful. Eso es bonito.
Good job. Buen trabajo.
Pleased to meet you. Encantado de conocerle.
Let me introduce you to... Le presento a...
17
THE NURSE/LA ENFERMERA
English Spanish
How do you feel? ¿Cómo te sientes?
What hurts? ¿Qué te duele?
Did someone hit you? ¿Alguien te pegó?
Who hit you? ¿Quién te pegó?
Do you want to rest? ¿Quieres descansar?
Have a good day! ¡Que le vaya bien!
What lovely clothes! ¡Qué linda ropa!
See you tomorrow Hasta mañana.
Goodbye Adiós
See you later Hasta luego
Do you have a fever? ¿Tienes fiebre?
Where does it hurt? ¿Dónde te duele?
Do you feel sick? ¿Te sientes enfermo?
H Do you have a sore throat? ¿Te duele la garganta?
A You need to see a doctor. Tienes que ir al médico.
N
D
O
Are you...? ¿Estás...?
U
sick enfermo
T
tired c_ns_do
angry enojado
#
nervous nervioso
15 worried preocupado
prepared preparado
bored aburrido
excited emocionado
comfortable cómodo
happy contento
Are you...? ¿Tienes...?
cold frío
hot calor
hungry hambre
thirsty sed
sleepy sueño
18
THE LIBRARY/ LA BIBLIOTECA
English Spanish
computer computadora
story cuento
Sign it. Fírmelo.
table mesa
web (internet) red
silence silencio
card tarjeta
You have 15 minutes to pick a book. Tiene quince minutos para elegir un libro.
book fair feria de libros
Here are the books in Spanish. Aquí están los libros en español.
H
Go back to your class now. Regrese a su clase ahora.
A
beca scholarship N
letter of recommendation carta de recomendacin D
counselor consejero/a O
money dinero U
community service servicio de comunidad T
college, university universidad
#
16
19
CAFETERIA
English Spanish English Spanish
breakfast desayuno bottle botella
lunch almuerzo knife cuchillo
dinner cena fork tenedor
entrance entrada spoon cuchara
main dish plato principal napkin servilleta
vegetables vegetales tray bandeja
dessert postre trash basura
glass of water vaso de agua
H FOODS
A
N English Spanish English Spanish
D
O apple manzana milk leche
U bread pan mineral water agua mineral
T cake pastel rice arroz
chicken pollo pizza pizza
# french fries papas fritas salad ensalada
17 egg huevo sauce salsa
fish pescado sausage salchicha
fruit fruta salt sal
ice cream helado soup sopa
lemon limón sugar azúcar
meat carne tomato tomate
20
BINGO
H
A
Free N
Space D
O
U
T
#
18
21
SCHOOL SETTING WORDS AND PHRASES
Commands:
English Spanish English Spanish
Open the door Abra la puerta Repeat. Repita.
window ventana. Leave/ Don’t leave. Salga/No salga.
Open the book. Abra el libro. Jump. Salte.
Hurry up. Apúrese. Sit down. Siéntese.
Help. Ayude. Follow me. Sígame.
Jump. Brinque. Follow the rules. Siga las reglas.
Walk. Camine. Work in groups. Trabaje en grupos.
Sing. Canta. Translate. Traduzca.
Shut the door/ Cierre la puerta/ Go. Vaya.
window. ventana. Go outside/inside. Vaya afuera/adentro.
Continue. Continúe. Come. Venga.
Run/Don’t run. Corra/No corra. Return to class. Vuelva a la clase.
Draw. Dibuje. Brainstorm. Elabore.
H Tell. Diga. Fill in. Llene.
A Go to sleep/Don’t Duérmase/No se Circle. Encierre.
N sleep. duerma. Mark. Marque.
D Turn in the Entregue la tarea/ Cross out. Tache.
O homework/lesson. la lección. Underline. Subraye.
U Enter. Entre. Put in order. Ponga en orden.
T Write. Escriba. Match. Seleccione.
Write your name. Escriba su nombre. Check. Revise.
# Listen. Escuche. Correct. Corrija.
19 Study the lesson. Estudie la lección. Look up. Busque.
Speak/Don’t speak. Hable/No hable. Say. Diga.
Do number . . . Haga número . . . Spell. Deletree.
Read. Lea. Copy. Copie.
Raise your hand. Levante la mano. Answer. Conteste.
Stand up. Levántese. Ask a question. Haga una pregunta.
Look at the board. Mire la pizarra. Share. Comparta.
Move/Don’t move. Muévase/No se Don’t interrupt. No interrumpa.
mueva. Don’t push. No empuje.
Stop/Don’t stop. Pare/No pare. Don’t fight. No pelee.
Ask your question. Pida su pregunta. Don’t say bad words. No diga malas
Pay attention, please. Ponga atención, por palabras.
favor. Get down. Bájate.
Pronounce. Pronuncie. Go outside. Ve afuera.
Lie still. Quieto. Go inside. Ve adentro.
What does this ¿Qué quiere decir...? Hurry, quickly. Apúrate.
mean...? Attention! Look out! ¡Atención! ¡Cuidado!
Stay here/in line. Quédese aquí/en fila. Halt! Stop! ¡Alto!
22
Useful Vocabulary:
English Spanish English Spanish
right now ahora mismo sentence oración
water agua page página
locker armario word palabra
alphabet alfabeto paper papel
lunch almuerzo wall pared
friend amigo game partido
flag bandera hallway pasillo
bathroom baño paints pinturas
trash basura floor piso
pen pluma chalkboard pizarra
eraser borrador project proyecto
calendar calendario projector proyector
folder carpeta quiz prueba
letter carta door puerta
classmate compañero de clase ruler regla H
computer computadora clock reloj A
crayons crayolas exit salida N
notebook cuaderno emergency exit salida de emergencia D
room cuarto nap siesta
O
holidays días de fiesta homework tarea
U
dictionary diccionario television televisión
T
diskette disquete scissors tijeras
sports deportes chalk tiza
entrance entrada window ventana
#
desk escritorio let’s …. vamos a… 19
school escuela read leer
students estudiantes study estudiar
test examen work trabajar
date fecha write escribir
weekend fin de semana draw dibujar
stapler grapadora hurry apurar
schedule horario stop parar
pencil lápiz stay quedar
book libro come venir
teacher maestro/maestra leave salir
snack merienda go ir
table mesa Fire drill práctica de incendio
grade nota Tornado drill práctica de tornado
numbers números
23
Places in the
School:
English Spanish English Spanish
parking lot estacionamiento playground patio de recreo
auditorium auditorio baseball field campo de béisbol
office oficina computer class clase de
hall pasillo computadora
water fountain fuente de agua music class clase de música
class clase art class clase de arte
classroom sala English/Spanish/ clase de inglés/
library biblioteca French class español/francés
cafeteria cafetería PE clase de educación
nurse enfermera física
gym gimnasio math class clase de matemáticas
science class clase de ciencia
history class clase de historia
H
A
N
D
O
U
T
#
19
24
APPENDIX A
Hispanic Culture
As with anything, generalizations do not always hold true. In the case of Hispanic culture,
most of the following characteristics are common throughout the Hispanic world. However, it
should be noted that not all ELL students exhibit these qualities.
Family
The Hispanic family is often affectionate and extended. Many Hispanic households include
not only a father, mother and children but also grandparents, uncles, aunts, and even
cousins.
• Physical affection; hugs, kisses when greeting/saying goodbye by both male/female of all
ages “Not taking offense”
• Responsibilities taken at a young age (older children taking care of smaller ones). A
• Physical labor at an early age (field work, migrating) P
• Money managing very important, since extended family still receiving support back in their P
countries E
Food N
Most common types of foods used: rice, beans, tortillas, spices, and fruits D
I
Religion X
A large majority of the Hispanic population comes from a Catholic background, whether active
or inactive. Religious tradition may be noticeable by the wearing of jewelry, i.e. crucifix, A
rosaries or medallions.
Holidays
Many holidays are religious and are duplicated in the United States. Some, however, are C
more important or unique to the Hispanic world. U
• Carnaval: similar to Mardi Gras but more widely celebrated in the Hispanic world L
• Semana Santa (Holy Week): beginning with Palm Sunday, ending with Easter Sunday, T
marked by processions, parades, and religious services
• 5 de mayo (May 5): celebration of Mexican culture and heritage
U
• Día de la Raza ("Day of the Race"): Columbus Day, celebrated as the mingling of R
cultures and races in the Hispanic world E
• Todos los Santos/Día de los Muertos (All Saints' Day/Day of the Dead): similar to
Halloween, celebrated widely to remember the dead, even more important in Mexico
Music
Members of the Hispanic culture listen to a variety of international music, not just mariachi!
Personal Space
Large personal space is not very common due to the large Hispanic household. Privacy is not
common.
25
APPENDIX B
STRATEGIES AND TIPS FOR ASSISTING ELL STUDENTS
A. In order to assist your ELL students, the community contains resources that are yours for
the asking. Some of these resources are:
• List of interpreters, translators
• Board of Education
A • Chamber of Commerce
P • Civic Organizations (Kiwanis, Rotary, churches [Catholic])
P • Human Resources Departments of local companies
• Spanish-owned business (restaurants, tiendas)
E • High School Spanish Teacher/Spanish Clubs
N • Family Members of your students
D *older siblings
I *parents
X • Adult Education Organizations list
B. Translations (School Rules, Forms . . .)
B • In order to establish proper communication with your ELL students and parents, School
Rules and Forms should be translated.
• Some of These documents are:
S 1. School Discipline Booklet
T 2. School Rules of Conduct
R 3. Instructions for fire, tornado and emergency drills
4. Classroom rules and conduct
A 5. Notes from the teacher to the parents.
T
E A note of caution: make sure that whoever is to translate school documents is completely
G fluent in reading and writing in Spanish and English. Also, Internet translations are not always
I correct because translations are done literally.
E
Here is a list of helpful suggestions taken from http://www.everythingesl.net/•uicktips/index.php
S
Teaching the Text Backwards
& It is very difficult for ELLs to understand a textbook if it is taught in the traditional sequence:
Read text, answer questions, discuss, apply information. When teaching the text backwards
T you do an application such as a science experiment first. Then you discuss the material in
I class, and answer the questions at the end of the chapter. Reading the text is the last thing
you have students do.
P
S Make lessons visual and kinesthetic
Two methods of helping your English Language Learners (ELLs) acquire content knowledge
are providing plenty of visual clues to meaning and assigning "hands-on" tasks. Visuals
include pictures, photographs, realia, maps, graphic organizers, and charts. Hands-on
activities that help ELLs are collaborative projects such as mobiles, murals, demonstrations,
science experiments, timelines, and pictures with labels.
26
Communicative competency does not equal academic success
Your ELLs may interact well with classmates but be floundering academically. BICS (Basic
Interpersonal Communication Skills) may be learned quickly. However, CALP (Cognitive
Academic Language Proficiencies) may take five to seven years to acquire. If your students
are unable to understand your language arts or social studies lessons, they have acquired
BIC skills but lack CALP.
Explain BICS and CALP
Do the mainstream teachers in your school know the difference between BICS (Basic A
Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)? P
Explain that BICS may take up to two years to develop and CALP may take five to ten years.
Ability to speak English does not mean the student is able to work academically in English.
P
E
Help students develop cognitive skills N
Encourage the parents of your English Language Learners to use their native language at D
home. Explain to them that cognitive growth in native language helps their children develop I
English academic language. It is easier to teach the water cycle, for example, if the students X
have already learned it in their own language.
Assessing ELLs for Learning Disabilities B
The referral of an ELL/Bilingual student by the Child Study Team should not be taken lightly.
All avenues must be explored before a second language learner is identified for special
education. It is important when evaluating an ELL/Bilingual student to throw away the S
traditional testing model and to collect data in a portfolio. Input from the ELL/Bilingual teacher, T
the classroom teacher, and the parents should all be considered during the assessment
process. Students should be tested in native language unless they speak a language for
R
which there is no test. At this time, a trained interpreter can be used. A
T
Reading strategies are universal E
Students who are already literate in native language learn to read at a higher level in English G
than those who are not. Literacy related skills are transferred from one language to another I
even if the writing systems are quite different. However, only concepts that are completely
learned will make that transfer. Building native language literacy is important.
E
S
Foster social interaction
Provide a variety of activities for newcomers. Set limits on the amount of time English &
Language Learners listen to tapes or work on a computer. They need to interact with real
speakers of English. Social acceptance is a powerful motivator for learning a new language. T
Learn that name correctly! I
Determine which part of a newcomer's name is the given name and which is the family name. P
Two-part first names are common in many cultures, and may appear to be a first name and a S
middle name. Ask. Use both parts of a two-part name. (Asian names are given in reverse
order from American names; this may or may not have been reversed in the office.) Hispanic
family names may also be two-part. Saying the name right isn't always easy, but it's impor-
tant.
27
Pronounce that name correctly!
Don’t let your new student lose his/her name. Write it on the board with a phonetic translation.
Practice until you can say it correctly. Don’t Americanize a student’s name unless requested
by parents.
Use manuscript writing
Your newcomers may know the Roman alphabet but will probably not be able to read cursive
writing. Either write in manuscript or ask a mainstream student to copy homework in
A manuscript.
P
Help ELLs negotiate meaning
P Provide ELLs with opportunities for negotiating meaning. Comprehensible input is not enough
E to guarantee comprehension. Your students need the opportunity to interact in a meaningful
N way with peers who speak English.
D
I Comprehensible output
X Comprehensible output is crucial for students learning English. ELLs need to negotiate
meaning through interactions with fluent English speakers. This exchange provides second
language learners with corrective feedback and knowledge about how to communicate their
B ideas.
Teach about fire drills
S Schools in many countries do not conduct fire drills, and the noise made by the bell can be
T frightening for a newcomer. Ask a bilingual person to explain what a fire drill is before your
newcomers start school.
R
A Provide time-outs
T Provide frequent "time-out from English" periods for newcomers. Allow the newcomer to
E spend time each day during those first weeks speaking with others of the same native
G language. He or she needs to ask someone, "What's going on here?"
I
Try to learn a few new words
E Join with your mainstream students to learn a few words in your newcomer's native
S language. When you show your good humor about making mistakes and risking smiles and
laughter, your newcomer will be more willing to risk speaking in English.
&
Check for comprehension
T Good communication with ELLs requires that teachers check periodically for comprehension
by asking questions at the student’s level of comprehension. Do not ask ELL students “Do
I you understand?” in front of the class. They will usually say “yes” whether they do or not.
P
S Develop pride in cultures
Help your students develop pride in their cultures. Display pictures in your classroom from
your students' home countries. Have newcomers write in a home language diary, read books
in their home language, draw pictures of people and places in their home countries, and listen
to native language music.
28
Support home language development
Don't discourage the maintenance of home languages. Encourage the parents of your
students to develop literacy skills in native language. Whatever your students learn in their
home languages will eventually be transferred to English.
Allow translation time
Newcomers are translating the language they hear back to their native language, formulating
a response, and then translating that response into English. Allow extra time for this
translation. A
P
Teach to your newcomer's learning mode
Most newcomers learn best kinesthetically. Don’t expect them to sit and listen to
P
incomprehensible auditory input for long periods of time. Use gestures, drawings, sketches, E
drama, or other visual support. Give students hands-on activities to complete. N
D
Be generous with thanks I
Thanks and praise will go a long way with your English-speaking buddies and cross-age X
tutors. Let them know that you appreciate their efforts. Acknowledge their contributions
frequently and point out the progress newcomers in your class have made.
B
Respect newcomers "silent period"
Don't force your newcomers to speak before they are ready. ELLs will acquire language when
they have comprehensible input and their affective filter is low. Allow students a "silent period" S
during which they acquire language by listening and understanding English. T
Be an active listener! R
When listening to your newcomers as they learn to speak, give feedback, nods, A
encouragement, and praise. Give your whole attention when trying to understand the T
communication. Demonstrate your patience through your body language. E
G
Where should newcomers sit? I
Give advance thought to where you will seat an incoming student so the decision doesn’t
have to be made on the spot. Put a new student near your desk so you can provide help or
E
near a student who has been trained as a buddy. Avoid front row center. If your class sits in S
groups, place newcomers with sociable English speakers.
&
Make an I.D. card for newcomers
More than one newly arrived student has become lost during his or her first few days of T
school and this is a terrifying experience. Write the newcomer’s name, home address,
telephone number, and school address on an index card. The student should keep this card
I
in his/her pocket. P
S
Cooperative learning fosters social interaction.
Newcomers who work in cooperative groups have real reasons to learn English. They
become an essential part of the class community. Even beginners can learn the basic vocab-
ulary of the unit you are teaching. Encourage members of the cooperative group to help new-
comers learn.
29
Encourage participation
Encourage ELL students to participate in class. Some students may know the answer but will
hesitate to speak. Give them the question ahead of time so that they can be prepared to
respond.
Avoid drawing unwanted attention to newcomer
If you have something important to convey, speak one-on-one to the newcomer rather than in
front of the class. The anxiety of being in the spotlight interferes with comprehension.
A
P Be aware of culture shock
The newcomers in your classroom are probably suffering from culture shock. Being in a
P strange place and losing the power to communicate can be quite painful. Creating an
E environment where the newcomer feels secure will lessen the intensity and duration of culture
N shock.
D
I Assign a buddy!
X A buddy or cross-grade tutor who speaks the newcomer's language is a wonderful asset at
the beginning of the school year. During the adjustment phase, the buddy or cross-grade tutor
can explain what's going on. You may want to rotate buddies so that the bilingual buddy does
B not miss too much work.
Keep a list of translators
S Keep a list of the people in your building who speak the languages of your students so that
T classroom teachers have a resource when they need someone to translate important
instructions. Make sure that the main office and the school nurse have a copy of these lists.
R
A Tie culture to your curriculum
T Tie the cultures of your second language learners to your curriculum. Children with diverse
E linguistic and cultural backgrounds have stories and experiences that are unique. Teachers
G should build on the background knowledge and cultures their students bring from their home
I countries.
E Give simple directions
S Give clear, simple directions to ELL students. Break complex directions down into simple
steps. Ask students to retell, in their own words, what you are asking them to do before they
& attempt a task.
T Focus on the positive
The more comfortable ELL newcomers feel in your classroom, the quicker they will be able to
I learn. Focus on the positive. Give lots of encouragement and praise for what the student can
P do. Don't dwell on all that they can't yet do. Create frequent opportunities for their success in
S your class.
Enlist parent volunteers
If possible, have parent volunteers or older students who speak the newcomers' languages to
take your new students on a tour of the important places in your school. Have a bilingual
student or parent show newcomers immediately where the bathrooms are and explain what
the rules are for leaving the classroom.
30
APPENDIX C
TRAINER NOTES
It is obvious to all of us that a person new to the United States will have difficulties if
he/she does not speak English fluently; however, most of us take our own knowledge of
English so much for granted that we do not realize how serious the difficulties are.
A
Learning a language is primarily an oral activity. This linguistic principle allows a person to
learn a new language quickly. Even if you know that the teacher does not understand what
P
you say, keep talking; he/she needs to get used to the sounds of Spanish. At the same time, P
you must keep sight of the fact that there is an equally high priority on the teacher’s learning E
to speak the language. This means that s(he) must spend as much time repeating after you N
and answering questions as s(he) spends listening. Both tutor and teacher will feel more D
comfortable if each lesson follows a regular pattern; this will minimize frustration resulting I
from trying to explain new procedures. Spend time having the teacher repeat patterns and
reinforcing learning s(he) has already started.
X
C
This is difficult and tedious work for both the tutor and the teacher; however, constant
repetition of basic patterns will eventually produce results. The mistake most beginning tutors
make is to think that oral drill is effective with only one reading. Each pattern must be T
repeated many, many times. Include variety so that the lessons do not become tiring and
monotonous. Though oral pattern practice is the most important activity, you may divide
R
lessons into listening-repeating (pattern practice), reading, and writing. A
I
N
If a teacher does not understand you, you must first make sure that the reason is not your E
own defective speech. Speak slowly and distinctly and use simple words. Always use R
sensitivity in your demeanor and in your comments.
N
Stress to teachers that some student problems are more complicated and may require the O
assistance of someone who knows the language of the child and the Spanish culture. T
Spanish children and families may need assistance in locating a bilingual lawyer, a person E
who can translate documents, an interpreter when they visit stores, banks, or government S
agencies, employment opportunities, a list of local churches of various national groups,
university and college residential halls, and social clubs.
31
APPENDIX D
TEACHING TECHNIQUES
Auditory Comprehension
How well does the teacher understand what s(he) hears in Spanish?
A
P Conversational Questions
P
E 1. Have the teacher listen to your questions in Spanish. Tell him or her to answer the question in
Spanish. The conversational questions may include personal questions, questions about
N sports, school, the body, food, animals, etc. Do not let the teacher read the questions.
D 2. After s(he) has answered them, have the teacher ask you the questions and you answer them.
I 3. Have the teachers ask each other the questions.
X
Dictation
D
Dictate Spanish words, phrases, sentences, and/or names for the teacher to write. At the
beginning, speak slowly – one word at a time. Gradually add phrases and sentences. Use words
that have been previously taught. Styrofoam plates and dry erase markers work well for
T assessing single word dictation.
E
A Scripts: Prepare a short conversation. Have the teachers say it to each other or to you. Reading
C aloud is a good exercise to prepare teachers for more fluent speech.
H Pronunciation
I
N How well does the teacher pronounce the sounds of Spanish?
G
Listening-repeating (pattern practice):
T 1. Read aloud words, phrases, and/or sentences. Have the teachers to repeat after you as a
group.
E 2. Have individual teachers repeat after you.
C 3. Have the teachers read the lists without hearing you first.
H
N Recordings
I
Q Record some of your Spanish patterns on tape and have the teacher repeat them and record his
or her own voice.
U
E Flash cards/Vocabulary File
S
Have the teacher make flash cards/vocabulary cards with the word or phrase on one side and
the definition on the other. The teacher may use these cards for drill and practice.
32
Vocabulary
How good is the teacher’s Spanish vocabulary?
Ask questions; have the teacher answer questions about a paragraph that is written in Spanish.
Sometimes children’s stories are suitable – even if the student is an adult. Preteach vocabulary
words you think will give the teacher difficulty.
A
Dictionaries P
P
Have the teacher keep a dictionary of new Spanish words. They should be alphabetically
arranged, and each word should be followed by a definition and a sentence using the word.
E
N
Sentences D
I
Have the teacher write sentences, or say them, using newly learned Spanish words and X
phrases.
Word Lists
D
Teach some basic principles of Spanish word formation such as
• masculine and feminine, T
• capitalization rules about the days of the week and the months of the year, E
• punctuation, A
• word order of a question, and
• placement of adjectives and adverbs in a sentence.
C
H
Category Word Lists I
N
Picture File G
Games
T
Workbooks E
C
H
N
I
Q
U
E
S
33
APPENDIX E
TIPS & STRATEGIES FOR ENGLISH LANGUAGE LEARNER (ELL)
CLASSROOM TEACHERS
1. Label items in the classroom in English and in Spanish.
A
P
P 2. Post the flags of the native country of your ELL students.
E
N 3. In playing games in the classroom include Spanish words.
D
I
X 4. Have an International Festival Day that includes the tasting of foods from around the
world.
E
5. In order to help ELL students feel comfortable, partner with an English speaking
student.
T
I
P 6. Have a pen pal from a different country.
S
7. Get the Spanish version of textbooks.
&
S 8. Play Spanish background music.
T
R 9. Keep a word journal.
A
T
E 10. Teach Spanish songs.
G
I
11. When speaking to ELL students, talk slowly and face the students.
E
S
12. Introduce a Spanish word daily.
34
APPENDIX F
SUGGESTED REFERENCE LIST AND WEB SITES
Favorite Web sites
www.eduhound.com
www.enchantedlearning.com
A
www.studyspanish.com/freesite.htm P
http://webtech.pioneer.resa.k12.ga.us/nidol/spanishforteachers.html P
E
National Clearing House for English Language Acquisition
N
www.ncela.gwu.edu
D
Teachers of English to Speakers of Other Languages (TESOL) I
www.tesol.org X
National Association for Bilingual Education (NABE) F
www.nade.org
Free Teacher Resources
R
Dictionary E
www.diccionarios.com F
E
Translation
R
http://babelfish.altavista.com/
E
Creating Spanish Characters on the Computer N
www.angelfire.com/sk/spanishforprofession/spanishcharacters.html C
E
Free weekly Spanish lessons
www.donquijote.org/members/denegado.asp
L
www.teachersofspanish.com/members/denegado.asp I
S
www.transparent.com/languages/spanish/FSSpanish.htm T
Fun for Kids
Translator Alligator
http://funbrain.com/lang/index.html
Story Place
www.storyplace.org/sp/preschool/other.asp
35
APPENDIX G
RESOURCES
Spanish à la Cartoon, Dr. Albert H. Small, editor, Passport Books: 1990.
Spanish Phrase Book, Passport Books: 2000.
1001 Pitfalls in Spanish, Marion P. Holt, Julianne Dueber: 1997.
Easy Spanish Vocabulary Puzzles, Jane Burnett Smith, Passport Books: 1991.
A
P Spanish in 10 Minutes a Day, Bilingual Books: 2002.
P
E Spanish Part I, 90-minute video, The Standard Deviants. Order at 1-800-VCR-REVU or
N www.cerebellum.com
D Spanish Part II, 90-minute video, The Standard Deviants. Order at 1-800-VCR-REVU or
I www.cerebellum.com
X
Spanish for Gringos, 51-minute video, Barron's Educational Series, Barron's #7889-6,
G $19.95, ISBN 0-8120-8359-8
Hispanic, a magazine, 10 issues/year. Mostly in English but some in Spanish. A good
overview of Hispanic life in the United States.
R
E
S Literature
O
U Many books have been written concerning immigrant life in the United States. Poetry, short
stories, and other materials can add to our ability to help ELL students. A few of the most
R notable authors include Sandra Cisneros, Miguel Piñero, Judith Ortiz-Cofer, and Julia Alvarez.
C
E
S
36
Alabama Education Association
422 Dexter Avenue (36104) • P. O. Box 4177
Montgomery, AL 36103-4177
334.834.9790 • 800.392.5839
www.myaea.org