No English ABC examples (A is for APPLE/manzana), no extra paperwork, no second language obstacles are needed to pass over. Uncovering the common letter sounds that are a part of the Spanish home environment is what is most important.
Then English ABCs become an automatic part of the students’ language knowledge. As Hispanic children are speaking and hearing familiar names, Ramon, Maria, Salvador, etc. they are also speaking and hearing shared English letter sounds, R, M, S, etc. This fact is just waiting to be understood.
The basic goal of the average kindergarten teacher is to facilitate HISPANIC students learning English letter sounds. Uncovering common letter sounds, D, M, T, etc. helps to achieve this purpose for both teachers and students. At home, the Latino child gains a foothold in the ABC system. English and Spanish share many letters which should be easy for Latinos to identify.
The first words kindergartners learn to read are their own names as well names of their classmates. Another advantage for Hispanic kindergarten students is that they see the names of their classmates on the class chart every day. Often they also begin to read these names on the class chart, which are not their own.
In the average kindergarten classroom, there are many names of Latino students. Therefore, Latino students know both the beginning sound as well as the beginning letter of their fellow students’ names. However, by setting ‘H’ and ‘W’ sounds aside, the Latino child gains a foothold in the ABC system. They are provided with an automatic head start in literacy.
As Hispanic children are speaking, hearing, and seeing familiar names, Ramon, Maria, Salvador, etc. the ABC system unfolds for them. Now they are also speaking and hearing shared English letter sounds, R, M, S, etc. which they also see within the personal names of classmates. These facts should be a prominent part of ABC instruction, for Latino students.