1. Taína Bonilla, Cindy A. Nieves Lugo, Vicente Cruz, Virginia C. Cardona, Elizabeth Navedo Arbeláez Contrastive Analysis of English and Spanish ENGL 360 Professor: Dr. Evelyn Lugo Morales

3.   According to (Haynes, 2009) many English Language Learners face numerous problems when reading a specific text assigned to them by the teacher. They also may not understand the content of the text assigned. Lots of them can not comprehend the abundance and usage of idioms and figurative language in many texts. Most are unfamiliar with the connotative and denotative meanings of words. Many do not know how to use the homonyms and synonyms that are found in almost all writings. Several ELL’s may also find the imagery and symbolism in different texts a difficult task to understand. Obstacles when reading

4.   If the teacher has not activated prior knowledge or built background information, knowing the vocabulary will not solve the problem. ELLs may be able to read the words but it doesn't mean they will understand the text. They are not aware of information that the author left unsaid; the information that ‘everyone knows’” (Haynes, 2009).

5.   Idioms and Figurative Language. The problem of not understanding the majority of the figurative language and/or idioms has to do with the student not being familiar with the language and not knowing when the language is being sarcastic, ironic, is mocking something, or is being derisive  Activity: Students will identify the idioms by figurative language and understand the metaphorical interpretation of the phrase. Specific Problem

6. http://www.readwritethink.org/files/resources/interactives/idioms/ “Eye on idioms”

7.   Homonyms (homophones, homographs) and Synonyms English Language Learners have a difficult time trying to understand the how synonyms and homonyms work. They get the meanings confused, and consequently, misinterpret the message of the content in the text.  Activity: Have the students find the synonym of the word underlined in a sentence. Write two homonyms and have the students look for their definition. Have them explain if it is a homophone (words that sound the same, are spelled differently and have different meaning) or a homograph (words that sound the same and are spelled the same, but have a different meaning.) Specific Problem

8.   Connotative and Denotative English Language Learners will get confused when reading because they do not know and/or understand either the dictionary definition or the colloquial meaning of a word, or for that matter, both of the meanings of the words.  Activity: Write a word on a flash card to obtain the students connotative interpretation and in the back of the flash card have the denotative meaning. Specific Problem

9.   Imagery and Symbolism English Language Learners might not understand the imagery in most texts. This has to do with them not having experienced what is being described. Consequently, they will have trouble imagining the scenario in the text. With symbolism ELLs have a hard time understanding what it means because they do not know the history behind it.  Activity: Create a story using pictures or photographs. Specific Problem

10. Picture Stories

11.   http://www.readwritethink.org/files/resources/interacti ves/idioms/ (Henry, L. A. Ph.D. Lexington KY, International Reading Association.) http://www.readwritethink.org/files/resources/interacti ves/idioms/  http://www.cal.org/caela/esl_resources/Health/healthi ndex.html#Do (Picture Stories for Adult ESL Health Literacy, Singleton, K. Fairfax County, VA. Public Schools.) http://www.cal.org/caela/esl_resources/Health/healthi ndex.html#Do References