Some of my kiddos (okay, I'm being generous...I'll change that to "many of my kiddos") have incredibly thick Spanish accents when they speak in English. In fact, per our school culture, when a student tries to speak English correctly and with as little accent as possible, they get ridiculed by their peers. It's not cool to speak English. Seriously people? You have so much opportunity here with native English speaking teachers and yet you tease each other for trying to sound as native as possible. Something is wrong.
This wrong makes life quite challenging for me at times because I often can't even understand what the kids are saying.
Upon a lack of understanding their statement, my first question is always, "Are you speaking to me in English or Spanish?" My kids know that I understand Spanish, so sometimes they are lazy and will talk to me in Spanish. Most of the time I understand and make them repeat it in English, but sometimes I can't catch what they are saying in Spanish due to vocabulary, slang, or they are just talking way too fast. So when I can't understand what they said, I first need my brain to be listening for the correct language: Spanish or English. If they respond "Spanish", I ask them to repeat it in English. If they respond "English", I ask them to repeat it anyway.
And now we enter into the world of MadGabs. You know MadGabs right? Phrases containing small words that, when put together, make a different word or phrase (fun fact: these are called "mondegreens"...thank you wikipedia) So when you say them aloud really fast they transform into the key phrase. An example might help: If you say "Up He Such Ease" quickly and out loud, it sounds like "A piece of cheese" ....or it sounds like my students talking.
Student: Meese, last night I put chao in abe odd hull luck oak.
Me: Are you speaking to me in English or Spanish?
Student: English
Me: Will you repeat it please? ....all the while they are repeating, my mind flips to MadGab mode. What could they possibly be saying?
Student: Meese, last night I put chao in abe odd hull luck oak.
Me: Oooooh, you put chao (a type of mints in Colombia) in a bottle of coke? Cool! What happened?
Okay, MadGabs are challenging (and fun!!!) but my kiddos make it even harder for me. Many times, not only do the kids have funny pronunciations, but they also scramble the words. Where a native English speaker will ask, "Can I go to the bathroom?", my students will say, "I can go to the bathroom?" If I could understand the words, it wouldn't be a big deal. It just sounds funny. But when they don't pronounce the words, my brain is overworked as it tries to put meaning to the mumbo-jumbo that spews from their mouths.
Student: Meese, eye cat row tip ape airway?
Me: Are you speaking to me in English or Spanish?
Student: English
Me: Will you repeat that please?
Student: Meese, eye cat row tip ape airway?
Me: Oh, sure. But first, how do you ask me a question?
Student: Canite row tip ape airway?
Me: Yes, quickly. Go through the paper away.
You probably think I'm exaggerating. And maybe I am a bit. But really, I teach in a world of MadGabs.
This wrong makes life quite challenging for me at times because I often can't even understand what the kids are saying.
Upon a lack of understanding their statement, my first question is always, "Are you speaking to me in English or Spanish?" My kids know that I understand Spanish, so sometimes they are lazy and will talk to me in Spanish. Most of the time I understand and make them repeat it in English, but sometimes I can't catch what they are saying in Spanish due to vocabulary, slang, or they are just talking way too fast. So when I can't understand what they said, I first need my brain to be listening for the correct language: Spanish or English. If they respond "Spanish", I ask them to repeat it in English. If they respond "English", I ask them to repeat it anyway.
And now we enter into the world of MadGabs. You know MadGabs right? Phrases containing small words that, when put together, make a different word or phrase (fun fact: these are called "mondegreens"...thank you wikipedia) So when you say them aloud really fast they transform into the key phrase. An example might help: If you say "Up He Such Ease" quickly and out loud, it sounds like "A piece of cheese" ....or it sounds like my students talking.
Student: Meese, last night I put chao in abe odd hull luck oak.
Me: Are you speaking to me in English or Spanish?
Student: English
Me: Will you repeat it please? ....all the while they are repeating, my mind flips to MadGab mode. What could they possibly be saying?
Student: Meese, last night I put chao in abe odd hull luck oak.
Me: Oooooh, you put chao (a type of mints in Colombia) in a bottle of coke? Cool! What happened?
Okay, MadGabs are challenging (and fun!!!) but my kiddos make it even harder for me. Many times, not only do the kids have funny pronunciations, but they also scramble the words. Where a native English speaker will ask, "Can I go to the bathroom?", my students will say, "I can go to the bathroom?" If I could understand the words, it wouldn't be a big deal. It just sounds funny. But when they don't pronounce the words, my brain is overworked as it tries to put meaning to the mumbo-jumbo that spews from their mouths.
Student: Meese, eye cat row tip ape airway?
Me: Are you speaking to me in English or Spanish?
Student: English
Me: Will you repeat that please?
Student: Meese, eye cat row tip ape airway?
Me: Oh, sure. But first, how do you ask me a question?
Student: Canite row tip ape airway?
Me: Yes, quickly. Go through the paper away.
You probably think I'm exaggerating. And maybe I am a bit. But really, I teach in a world of MadGabs.
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