Title: The Relevance of Some Spanish Language
Universals for ESL Acquisition.
Author: DePaula,
Zilda S. – Degree: Ed. D.
ABSTRACT:
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In the last ten years the number of persons of Hispanic origin
living in the United States has increased 45%, according to data from
the 2000 Census. About 15% of them have college degrees, and 50% are
high school graduates.
The implication of the Spanish population
increase for the English as a Second Language teachers is clear. The
author of this study recognizes the problem of many ESL teachers who
are unaware of the importance of the language universals [LU] for ESL
acquisition. The problem occurs when some teachers cannot identify
in their classes the students who know the LU from those who don’t.
Every time this problem is ignored the ESL acquisition is delayed.
Those with LU are bored and held back, and that affects retention
and completion.
This study demonstrated that educated Spanish speakers as L1
(native language) are able to learn ESL as L2 (second language)
faster than the speakers of other non-romance languages, due to
their familiarity with the LU, in both L1 and L2. The related
literature found indicated that many empirical studies were and
are being conducted by ESL practitioners. The sources found also
indicated that there are still lots of generalizations on LU,
Second Language Acquisition and on the tenets of ESL, since the
field is still wide open to study and research. The Association
of Teachers of English to Speakers of Other Languages (TESOL) do
encourage its members to concentrate their dissertations on the
subject of ESL acquisition.
The methodology utilized in this study was a survey using two
samples of the student population. The method utilized was a
twofold approach (a) to identify the LU as they apply to the
teachers of each of the ESL skill, and (b) to demonstrate that,
in fact the familiarity with the LU identifiable in both L1 and
L2 are instrumental in faster ESL acquisition. The first sample
was sent to 100 educated speakers of Spanish as L1, and the second
sample to 100 educated speakers of other languages. The Spanish
speaking sample (G1)was comprised of previous and current
students of ESL as L2, at Central Piedmont Community College.
The Spanish speaking sample participated voluntarily in the
survey and was curious at the survey findings, as many of them
strongly agree on the validity of the study. The other sample (G2)
is currently attending the Intensive ESL program at the college.
The survey findings indeed validated the author’s expectations
in many ways, as 86% of G1 along with 24.7% of G2 strongly agree
that G1 can learn ESL as L2 faster that G2. The survey also
revealed that 43% of G2 chose NS (not sure) on this same item.
That choice also indicated their poor knowledge of LU in both L1
and L2.
The author of this study welcomes the input from other ESL
practitioners, with regards to the need to make ESL teachers
fully aware of LU. Educated Spanish speakers of L1 can quickly
spot the LU in ESL as L2. Please, send your input to the author
via e-mail at zsdepaula@carolinapolyglot.com
2003 Republican Gold Medal |
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