Articulatory Phonetics: A Lesson Plan for English Language Learners - Essay Example

? Phonetics Number: Phonetics Phonetics refers to a branch of linguistics, which comprises of the study of the sounds related to human speech, or the corresponding aspects of sign in case of sign languages (Bickford, 2006). Phonetics is concerned with the physical aspects of speech signs or sounds (phones), acoustic properties, their physiological production, auditory awareness, and neurophysiological condition. Phonology, on the other hand, is related to the abstract and grammatical characterization of systems of sounds or signs. Phonics lessons generate the best results for enhancing language. This paper will focus on one aspect of phonetics, Articulatory Phonetics, and create a lesson plan for English Language Learners (ELLs) with regards to this aspect. In learning articulation, phoneticians elucidate how people produce speech sounds through the interaction of diverse physiological structures (Bickford, 2006). Normally, articulatory phonetics is related to the conversion of aerodynamic energy into audio energy. Aerodynamic energy is the air that flows in the vocal tract. Aerodynamic energy’s potential structure is air pressure. Its kinetic structure, on the other hand, is the actual active airflow. Acoustic energy refers to the variation in the air pressure, which can be characterized as sound waves that are then professed by the human acoustic system as sound (Robertson, 2009). The key focus of this article is to offer educators a practical way to assist English Language Learners (ELLs) make little progress in literacy, especially ELLs who experience complexity in being aware of and differentiating the sounds in words (Robertson, 2009). This focus-grade of this paper will be students of the lower grades that are first to fifth grade. English language learners in these grades will benefit from improved exposure to language and print material. A print-rich classroom should include access to reference materials and books, labels and posters, and student works put on notice boards (Robertson, 2009). Speech walls are also a significant way educators could use to assist ELLs develop the phonetics skills. The speech walls should be organized around a variety of concepts, comprising of the alphabet and phonetic sounds, sight words, new vocabulary words, grammar rules, writing structures and conversational phrases (Bickford, 2006). A student's native language will also most probably have a strong effect on the manner, which the student learns English. Considering how this language is comparable to or diverse from English will assist educators to center on difficult areas in the lessons. This control can offer extra assistance, such as the case of Spanish and English cognates (educacion and education). The influence also might lead to some enduring faults in English that will become clear with time and frequent use by learners who have a similar native language. Languages might be different in a number of ways, such as pronunciation, phonetic sounds, word order, sentence structure or grammar (Robertson, 2009). For instance, in Spanish, the adjective frequently follows the noun, therefore an ELL might write, "We are a couple happy." In Somali, b and p have the same or similar sound. Somali students, therefore, need to be trained on these sounds clearly as two separate sounds. If not, they might ask for a tin of pop and it appears like they have asked for "bob." Native language might also influence learners’ vocabulary as they interpret phrases or words from one foreign language to another. Maybe a vocabulary word has numerous meanings, a diverse meaning in every language, or the idea is not present in one of the languages (Bickford, 2006). Even though, many educators do not know their learner's native language, being conscious of the effect of native language will allow educators to target their instruction successfully. A phonetics class that has ELLs should incorporate models of how to use structures, sounds, and language appropriately in English (Bickford, 2006). In the case of an articulation complexity such as the one stated above, educators can showcase how the mouth forms the sounds. Teachers could also have students put their hand over their mouths to sense the air in "p", as well as their hands on their neckline, to feel the vibration of letter "b." This is extremely significant as learners work to classify sound language while writing (Bickford, 2006). Also, educators should remember that ELLs might not recognize instructions and significant vocabularies, and that reading something out loud does not always facilitate comprehension (Robertson, 2009). Educators, therefore, should aid student comprehension through scaffolding language. This is through offering extra assistance such as realia, visuals and graphic organizers among other factors. ELLs might also not have similar background knowledge as their native English-speaking peers, particularly when it comes to orientations to American geography and culture such as Martin Luther King’s "I have a dream" speech or the Grand Canyon. Teacher should identify key vocabulary words, concepts and references prior to the lesson, and give learners as much ample time, as well as practice with the fresh material as possible prior to the lesson. If learners are having any problems with an activity, the teacher should try to identify whether a fresh concept, vocabulary word, set of directions, or any other aspect is causing the trouble (Bickford, 2006). Identify a number of different ways, which you can assist students move past those obstacles. These may comprise of issuing a book about the subject in the learner’s native language or analyzing fresh vocabulary words together (Robertson, 2009). Even though, it is tough to discern when to correct learners, constructive and effective feedback is significant when in come to assessing the student’s progress. It is likely for inaccurate language fabrication to become "fossilized" so that learners carry on using the same wrong structures in later life. This drops their opportunity of being a clear talker and, in due course, restricts them in the professional environment. However, teacher should try to balance between error correction and encouragement this will allow their students to work hard instead of over praising them. One way to do this assessment is through focusing on one or two concepts at an instance when reading the student’s work or listening to them talk (Robertson, 2009). The teacher should also let the students know what they will be centering on so that the students, in turn, focus on those specific concepts in the class work. Also, another strategy is to circle faults in writing assignments, and have learners try to figure out what the faults were. Robertson (2009) tells us that when students correct their English, the educator also improves on his language skills. Also, if students correct their English, then they are in a position of improving it. A number of times students are capable of correcting their own writing faults once they center on the highlighted area. If they are still having trouble, then give them the correct answer and tell them to explain why your answer is correct. References Bickford, A. (2006). Articulatory phonetics: Tools for analyzing the world's languages (4th ed.). New York: Summer Institute of Linguistics. Robertson, K. (2009). Supporting ELLs in the mainstream classroom: Language tips. Retrieved from http://www.colorincolorado.org/article/33047/ Read More