Chicano/a English (CE) Phonics Differences English/Language Linguistic Differences and Instructional Modifications Arts Skill Final consonants Many speakers of Chicano English will drop sounds in words or syllables that end with multiple final consonants, thereby reducing the consonant cluster sound to one consonant sound. For example, they will say mine instead of mind or harware for hardware. This occurs when consonant clusters are voiced and unvoiced, as in prized/price, worst/worse, and strict/strick. Other consonant clusters that are problematic include ft, sk, sp, and pt. This will affect students’ spelling and speaking. Students will need articulation support prior to spelling these words. Clearly pronounce these words. Have students repeat them several times, exaggerating the final consonant sounds before spelling these words. Digraphs /ch/ Many speakers of Chicano English will switch (or merge) the /ch/ and /sh/ and /sh/ sounds. This is more common in Tejanos (Chicanos from Texas) than Californianos. Some examples include teacher/teasher, watch/wash, chop/shop, chair/share, shake/chake, shy/chy, shame/chame, shop/chop, share/chair. Provide articulation support. Exaggerate the sound and have students repeat. Consonants Many speakers of Chicano English will replace the /z/ sound with /s/ and /z/ and /v/ the /v/ sound with /f/. Examples include prized/price, fuzz/fuss, raise/race, (When I don’t race my hand the teasher makes a fuzz) and lives/lifes, save/safe (The hero safe many lifes). Articulation support connected to word meanings will be beneficial. Homophones Because of the unique phonological rules of Chicano English, many words that are not homophones in standard English will sound like homophones. For example, fine will be used for both fine and find, tin will be used for both tin and ten, and pen will be used for both pen and pin. Clearly pronounce these words and focus on mouth position during articulation. Have students repeat several times, exaggerating the sound before spelling these words. Stress patterns In Chicano English, stress is placed on one-syllable prefixes as well as roots. The stress is also often elongated. For example, speakers of Chicano English will say tooday for today, deecide for decide, and reepeat for repeat. Articulation work will be needed. Intonation Many speakers of Chicano English will exhibit a pattern of intonation that is different from standard English. This pattern, derived from the Náhuatl language, involves a rise and sustain (or rise and fall) at the end of a phrase or sentence. For example, these speakers will say, “Doont be baaad.” Provide articulation support. Recast students’ sentences to emphasize intonation when working with students one-on-one. SECTION 5: MEETING INDIVIDUAL NEEDS 309
English/Language Chicano/a English (CE) Phonics Differences continued Arts Skill Linguistic Differences and Instructional Modifications Consonant /w/ Many speakers of Chicano English will pronounce the /w/ sound with an added breath so that it sounds more like /wh/. As a result, words like with sound like whith and will like whill. This might also affect students’ spelling. Contrast words beginning with w and wh and have students keep lists in their writing notebooks. Pronouncing “the” The word the is pronounced in standard English with a schwa sound (thuh) before a word beginning with a consonant, and a long-e sound (thee) before a word beginning with a vowel. Many speakers of Chicano English will use the schwa pronunciation for all words. Point out the distinction and usage of each pronunciation. 310 PHONICS FROM A TO Z
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