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Influence of Spanish Language on English Language

Influence of Spanish Language on English Language

Heather L. Budak

NormalCommunityHigh School

Summer 2005

Mexicans entering the United States. United States immigration station,

El Paso, Texas, Library of Congress Prints and Photographs

Division Washington, DC20540USA, LC-USZ62-130262

Students will briefly discuss Mexican migration to the United States. Students will have a better understanding of how the Mexican culture is affecting society today and the importance of speaking the target language. Students will discuss how the Spanish language has influenced the English language. Students will use existing vocabulary and be introduced to new vocabulary as they describe pictures. Students will be introduced to prepositions to describe placements of people and objects in the pictures. Students will use new vocabulary and prepositions to write captions of given pictures. Students will practice pronunciation by reading their captions to the class.

Overview/State Standards/Resources/Procedures/Evaluation

Overview Back to Navigation Bar
Objectives / Students will;
  • Discuss the influence of Spanish Language on English language
  • Analyze the influence of Mexican migration on language in the United States
  • Recognize, identify, recall, define and reproduce vocabulary in English and in Spanish
  • Translate from English to Spanish
  • Translate from Spanish to English
  • Produce captions to pictures using the target language.

Recommended time frame / 2 – 3 Days
Grade level / High School
Curriculum fit / Spanish
Resources /
  • Walt Whitman
  • SpanishOrigin
  • Image Table
  • Worksheet

IllinoisState Learning Standards Back to Navigation Bar
GOAL 28: Use the target language to communicate within and beyond the classroom setting.
28.A. Understand oral communication in the target language.
  • 28.A.1a Recognize basic language patterns (e.g., forms of address, questions, case).
  • 28.A.1b Respond appropriately to simple commands in the target language.
  • 28.A.2b Follow instructions in the target language, given one step at a time, for a wide range of activities.
28.B. Interact in the target language in various settings.
  • 28.B.1a Respond to and ask simple questions with prompts.
  • 28.B.1b Imitate pronunciation, intonation and inflection including sounds unique to the target language.
  • 28.B.2a Pose questions spontaneously in structured situations.
  • 28.B.2b Produce language using proper pronunciation, intonation and inflection.
28.D. Use the target language to present information, concepts and ideas for a variety of purposes to different audiences.
  • 28.D.1a Copy/write words, phrases and simple sentences.
  • 28.D.2a Write on familiar topics using appropriate grammar, punctuation and capitalization.
  • 28.D.2b Present a simple written or oral report on familiar topics.

Procedures Back to Navigation Bar
Day One:
  • Students will listen to a poem by Walt Whitman about the influence of immigrants on our society.
  • Students will analyze and discuss the poem as it relates to the United States and the Latin cultures discussed.
  • Students will brainstorm English words that have a Spanish origin.
Day Two:
  • Students will be given new Spanish vocabulary.
  • They will practice spelling and pronunciation of the new vocabulary using activities provided in their text book.
  • We will orally practice new vocabulary with examples from around the room.
Day Three:
  • Students will review discussion of Spanish influence on English language using new vocabulary.
  • Students use vocabulary to describe pictures of Mexican migrants in Spanish.
  • Students will share captions orally with the class.

Evaluation Back to Navigation Bar
This rubric will be used to evaluate the written and the oral Spanish of the worksheet provided.
Rubric

An Adventure of the American Mind

IllinoisStateUniversity