combinations
thev
find
difficult
to
pro-
nounce
are
these:
road
=
load,
chat
=
set,
you
=
jew,
young
=
jung,
curl
=
cul,
Jello
=
verro,
mellow
=
meow,
sip
=
zip.
Com-
bined
with
the
tonal
nature
of
Chinese,
this
means
that
the
students
will
have
dif
ficulty
adjusting
to
English
speech
pat
terns.
Filipino
(Tagalog)/English,
Tagalog
is
verv
much
like
English,
read
from
left
to
right,
with
similar
patterns
of
tense
and
parts
of
speech.
A
Filipino
student
may
have
little
trouble
learning
to
read
or
speak
English,
but
experience
difficulty
with
pronunciation
and
comprehension.
Tagalog
vowels
are
always
pronounced
the
same,
unlike
English
vowels,
which
have
Tong
and
short
torms.
Letters
or
let
ter
clusters
difficult
for
Tagalog
speakers
More
than
10
percent
of
Americans
now
speak
a
language
other
than
English
at
bome.
following:
hit
=
heat,
bleak
=
blick,
shiver
=
sheever,
magic
=
mahic,
Baja
=
baha,
a
=
ah,
rand
prare
trilled
or
rolled,
v
=
vote
or
bote,
chick
=
cheek,
chuck
=
shooka.
In
the
United
States,
teachers
of
main
stream
classes
need
to
become
more
familiar
with
the
Spanish
alphabet
in
Picture
removed
to
pronounce
are
as
follows:
th
(voiced)
as
in
them
=
dem.
th
(voiceless)
think
=
tink,
math
=
met,
van
=
ban,
jam
=
vam,
fountain
(schwa
sound)
=
tountain
(as
in
terrain).
Spanish/English.
The
vowels
are
usually
pronounced
the
same
wav,
but
many
variations
occur
with
consonants
or
consonant
clusters,
and
with
word
order.
For
example.
adjectives
follow
the
noun
being
described,
and
carry
both
gender
and
number.
The
auxiliary
verb
do
is
not
used
in
questions.
Letters
or
letter
clus
ters
difficult
to
pronounce
include
the
order
to
better
understand
the
difficulties
encountered
by
students
for
whom
Span-
ish
is
the
primary
language
tor
com-
munication,
Vietnamese/English.
['nlike
other
Oriental
languages,
Vietnamese,
which
in
some
ways
resembles
Spanish,
uses
the
Roman
alphabet.
As
with
Spanish,
the
adjective
follows
the
noun.
but
unlike
Spanish
it
has
six
voice
tones.
As
a
result,
the
student
may
be
listening
for
subtle
changes
in
intonation
that
the
teacher
may
be
unaware
of
expressing.
Vietna-
mese
has
no
plural
endings.
As
in
Chi-
nese
each
word
is
one
svllable,
thereby
giving
the
impression
of
jerky
speech.
Letters
or
letter
clusters
that
may
present
difficulty
include
the
following:
chop
shop,
leg
=
reg,
take
=
stake,
universe
=
ooniverse,
baby
=
paby,
think
(unvoiced)
=
tink
or
sink,
this
(voiced)
=
zis,
which
=
wish.
French/English.
In
French
objects
are
either
masculine
or
feminine
and
are
designated
as
such,
thus
controlling
the
article
that
is
used.
A
different
form
of
French
is
used
for
writing
than
for
con-
versation.
Some
letters
or
letter
clusters
that
may
present
difficulty
include
the
fol
lowing:
rat
=
wat,
baron
=
bawon,
yeast
=
cast.
the
(voiced)
=
za,
get
=
gay,
got
=
go,
trumpet
=
trumpay.
Sociolinguistic
Competence
Having
learned
the
grammatical
and
sound
structures
of
language
and
what
is
termed
as
“proper”
or
“correct”
English,
students
often
have
problems
with
the
second
side
of
the
triad
-
sociolinguistic
competence,
or
the
way
we
use
and
manipulate
language
©
An
example
is
the
different
registers
of
speech
that
students
use
for
talking
with
teachers
as
opposed
to
chatting
with
their
friends,
or
the
pat-
terns
of
expression
used
for
written
essavs,
contrasted
with
those
tor
oral
presentation.
Some
languages
such
as
Hindi
have
one
vocabulary
for
addressing
individuals
in
authority
and
another
for
one's
equals
or
those
in
a
lower
eco
nomic
stratum.
The
classroom
teacher
must
be
aware
of
these
difficulties
so
as
not
to
create
barriers
to
communication.
Strategic
Competence
The
third
side
of
the
triad
is
probably
the
most
difficult
to
deal
with,
as
it
focuses
on
hoth
verbal
and
nonverbal
strategies
used
by
teacher
and
student
to
compensate
for
breakdowns
in
commu
nication.
The
teacher
or
student
may
sigh
to
relieve
stress,
or
express
sounds
of
futility
to
the
other
or
to
the
class.
This
may
be
misinterpreted,
leading
to
exas
peration
or
hostility.
Verbal
statements
rarely
occur
alone.
They
usually
accompany
nonverbal
expressions
that
further
complicate
an
already
difficult
situation.
Some
very
interesting
studies
have
been
conducted
on
nonverbal
communication
across
cultures.
These
emphasize
the
fact
that
the
teacher
needs
to
learn
about
the
cul
tural
background
of
the
student
to
facili-
tate
effective
communication.’
Effect
of
Attitudes
The
attitude
of
sccond-language
earners
toward
the
new
culture
greatly
affects
the
speed
and
efficiency
of
lan-
guage
acquisition.
Likewise.
the
teacher's
attitudes
can
have
4
positive
or
negative
ADVENTIST
EDUCATION
»
SUMMER
1989
38