The Skinny Version of ABC Instruction

Skinny version:  ABCs DELIVERY TAKES TOO LONG BUT THERE IS A SOLUTION: COGNATES!

Currently there is an unsuccessful meeting of the minds between teachers and students from Spanish speaking homes regarding ABC literacy. Without language knowhow on the part of teachers there is a long ABC delay. These delays alienate Latino students from Spanish speaking homes from school and create a lack of self-confidence that can stick with them for their entire academic and professional career.

Investigation of Spanish/English language similarities has been ignored. There is an ignorance of students and how to accommodate very reconcilable differences. Language mismatches and ignorance will delay ABC progress.

Language Obstacles Mismatch:

1) THE LATINO CHILD DOESN’T KNOW ENGLISH SO THE USE OF ENGLISH-ONLY VISUALS AS EXAMPLES OF LETTER SOUNDS (A is for APPLE/manzana) HAS NO VALUE.

SPANISH/ENGLISH COGNATE EXAMPLES (A is for AIRPLANE/avion) ARE POSSIBLE.

Latino kindergarteners already know many English letter sounds (ie: Pedro, Ramon, Maria). In the Latino home many English sounds are already heard. Attaching letter symbols (ie: A, B, C, etc.) to sounds should not be difficult. However, using ambiguous English-only examples (B is BEAR/oso) hinders this process!

Five year olds are outmatched by older teachers and have to do as they’re told. Neither students nor teachers are aware of Cognates as a way speedup ABC letter sound recognition. Teachers are ignorant of Cognates and how they work.

 

Goal: INCLUDE COGNATES IN ABC PROGRAMS. TEACHERS USE COGNATES TO QUICKLY TEACH KINDERGARTNERS THEIR ABCs THEREBY AVOID CATCH UP.

Use Cognates to teach Latino kindergartners from Spanish speaking homes their ABCs in a timely manner. Teachers ignorant of Spanish visuals with the same beginning sound as English visuals like T is for turtle/TORTUGA.

 

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