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SOLOM
After completing the SOLOM for Maria she scored a 21. This placed her as a Phase III- English Proficient student. The scoring was as follows:
Comprehension- 4
In comprehension Maria’s score was a 4. While she understood nearly everything at normal speed I needed to repeat or rephrase a couple of my questions. An example of this was seen when I asked her about speaking English for her family out in public. I had to give her an example and even then I could tell she wasn’t sure if she understood the question. To be honest it wasn’t the best way to ask the question but I feel once it was explained it was comprehensible.
Fluency- 4
Maria is generally fluent. When she didn’t know how to complete an answer she would simplify the answer. This can be seen when I asked her who lived in her house besides herself and her parents. She began to list her aunt and her grandmother, but instead of continuing the list she said “I have more people at my house.” Several times she also stopped herself mid-sentence to search for the correct manner of expression and then she would self-correct herself. You can see her doing this when I asked if there were other kids living in her house. Her response was “Yes, there are some who go to my…who go to this school.”
Vocabulary- 4
Maria occasionally uses inappropriate terms and has to rephrase ideas because of lexical inadequacies. When explaining what she found hard about speaking English she stated it was “when you have to write big….when you have to write great sentences with words that you don’t even like don’t know too much.” Here is an example of using both an inadequate term and having to rephrase her idea. When she chose to use great it was an induced error. While great and big can mean the same thing in this circumstance it does not. The end of this sentence, with the use of don’t, also shows that she has tendencies to use stage 2 negations.
Pronunciation- 5
When Maria pronounces her words she is close to that of a native speaker. I was uncertain about whether to score her a 4 or a 5 in this area because on a couple of words I could hear a slight accent. However her pronunciation was more approximate to that of a native speaker than it was to a definite accent. Her intonation was that of a native speaker.
Grammar- 4
Occasional grammatical errors and word order errors were made by Maria. She had errors in negation as in the example given previously, “when you have to write big….when you have to write great sentences with words that you don’t even like don’t know too much.”, with the use of the word don’t. The use of don’t places her in the second stage of negation acquisition developed from the study of six Spanish learners (adapted by Cancina et al, 1978). When she was asked what her teachers do to help her with her reading. She answered “They telling me questions about how I..um..if I understand or not.” This answer shows a couple of errors, the first one being she used the word tell instead of ask. This is a simple vocabulary error. However if you look at the word she used “telling” it shows that she has yet mastered how to use an irregular verb. She placed an –ing onto the end of tell instead of using tell. A gender error is shown when she is speaking of Ms. Jimenez and she uses he to describe her.
Occasional grammatical errors and word order errors were made by Maria. She had errors in negation as in the example given previously, “when you have to write big….when you have to write great sentences with words that you don’t even like don’t know too much.”, with the use of the word don’t. The use of don’t places her in the second stage of negation acquisition developed from the study of six Spanish learners (adapted by Cancina et al, 1978). When she was asked what her teachers do to help her with her reading. She answered “They telling me questions about how I..um..if I understand or not.” This answer shows a couple of errors, the first one being she used the word tell instead of ask. This is a simple vocabulary error. However if you look at the word she used “telling” it shows that she has yet mastered how to use an irregular verb. She placed an –ing onto the end of tell instead of using tell. A gender error is shown when she is speaking of Ms. Jimenez and she uses he to describe her.
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