1. Understanding and Teaching English to Non-Native Speakers from a Dynamical System Perspective Dr. Eva de Lourdes Edwards College of General Studies University of Puerto Rico Río Piedras Campus March 30 th , 2007 Ateneo Puertorrique ño

6. COLT A COLT A describes classroom events at the level of episode and activity.

7. COLT B 40 codes memos Primary Documents 10 minute transcript assigned codes

8. A rose by any other name … English as a Second Language Bilingual Education World Languages (foreign languages)

9. Puerto Rico Satellite Photo

10. Applied Linguistics learning another language Linguistics Language Transfer Contrastive Analysis Systematicity Psycholinguistics and Cognitive Development Staged Development Fossilization Non-verbal communication Sociolinguistics Identity Deficiency perception Minorities

11. International Phonetic Alphabet

13. Consonants The consonants in Spanish and English (IPA, 2000; Ladefoged, 1993; Whitley, 1986) Sound symbols with oval frames are found in most varieties of Spanish. The ones with hexagons are found in most varieties of English. Sounds with broken lines are not found in all varieties of the language. Combination sounds are identified with arrows (adapted by Díaz-Edwards, 2001)

14. Lev Vygotsky “ The reciprocal dependence is less known and less appreciated. But Goethe clearly saw it when he wrote that he who knows no foreign language does not truly know his own.” from Thought and Language

17. Review of the Literature Innovative Programs Serving L2 Learners in Elementary Schools and Teacher Preparation Patterns of K-12 English learners’ long-term achievement in NCEs on standardized tests in English reading compared across six program models (Thomas & Collier, 1997, p. 53)

18. Why is this important for teachers? The importance of being aware of these linguistic and cultural nuances is best summarized by Odlin (1989) when he states that: “ There are a number of reasons for language teachers and linguists to consider more closely the problem of transfer. Teaching may become more effective through a consideration of differences between languages and between cultures. An English teacher aware of Spanish-based and Korean-based transfer errors, for example, will be able to pinpoint problems of Spanish-speaking and Korean-speaking ESL students better, and in the process, communicate the very important message to students that their linguistic and cultural background is important to the teacher” (p. 4).