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Photo of the Real Alcazar de Sevilla, Andalucía.
Project Goals
Project Goals
My project for the school year focuses on my third graders who just began to learn verbs in English. My main goal as a conversation assistant in the third grade classroom was to help students grasp this essential learning step in their language learning experience. By being a daily presence in their classroom, I influenced my third graders to start using basic present tense verbs in their conversations with me.
My project for the school year focuses on my third graders who just began to learn verbs in English. My main goal as a conversation assistant in the third grade classroom was to help students grasp this essential learning step in their language learning experience. By being a daily presence in their classroom, I influenced my third graders to start using basic present tense verbs in their conversations with me.
On a deeper scale, my project goal was to minimize the confusion between the verbs “to be” and “to have” in Spanish and English. Although both verbs are used often in both languages to formulate sentences, their rules and conditions are different. It was important for me to teach my students that these two verbs, like many others, are not used identically in every language. My objective was to ensure that my students understand and distinguish these differences so they can advance in their bilingual education and fluently speak English.
On a deeper scale, my project goal was to minimize the confusion between the verbs “to be” and “to have” in Spanish and English. Although both verbs are used often in both languages to formulate sentences, their rules and conditions are different. It was important for me to teach my students that these two verbs, like many others, are not used identically in every language. My objective was to ensure that my students understand and distinguish these differences so they can advance in their bilingual education and fluently speak English.
Photo of the Biblioteca Nacional in Madrid.
Project Background
Project Background
I found this age group and learning level the most intriguing for this project, as I remembered my own experience beginning to learn verbs in my foreign language classroom. Learning these two verbs and their conjugations in Spanish excited me like no other. I realized that at this stage in my language learning experience, with practice, I could conjugate any verb and formulate any sentence! I quickly understood how essential this stepping stone was to learning any foreign language and immediately knew that I wanted to continue with my own bilingual education. I wanted my story and passion for this crucial step in the language learning experience to be experienced by my students so they could understand how important it is if they wish to progress with their own bilingual education.
I found this age group and learning level the most intriguing for this project, as I remembered my own experience beginning to learn verbs in my foreign language classroom. Learning these two verbs and their conjugations in Spanish excited me like no other. I realized that at this stage in my language learning experience, with practice, I could conjugate any verb and formulate any sentence! I quickly understood how essential this stepping stone was to learning any foreign language and immediately knew that I wanted to continue with my own bilingual education. I wanted my story and passion for this crucial step in the language learning experience to be experienced by my students so they could understand how important it is if they wish to progress with their own bilingual education.
Photo in Marrakech, Morocco.
Learning "To be" & "To have" as a Native Spanish Speaker
Learning "To be" & "To have" as a Native Spanish Speaker
“To be” and “to have” are the first two verbs that students learn in any foreign language classroom because they are essential for learning supplemental grammatical concepts. Learning these basic verbs and their rules gives students the ability to create syntax and structure sentences - the next step in the langauge learning process.
“To be” and “to have” are the first two verbs that students learn in any foreign language classroom because they are essential for learning supplemental grammatical concepts. Learning these basic verbs and their rules gives students the ability to create syntax and structure sentences - the next step in the langauge learning process.
In order to understand the analysis of my findings, one must first question why students have problems with these two verbs in the first place. Despite there being linguistic conditions in which every verb is used, some rules for "to be" and "to have" are nearly reversed in Spanish and English. For example, a Spanish speaker may use the verb "to have" to formulate the same sentence in which an English speaker would utilize the verb "to be". And in vice versa, an English speaker may utilize the verb "to be" to say the same thing that a Spanish speaker would say with the verb "to have". Although these two sentences would have the same linguistic meaning, they use different verbs.
In order to understand the analysis of my findings, one must first question why students have problems with these two verbs in the first place. Despite there being linguistic conditions in which every verb is used, some rules for "to be" and "to have" are nearly reversed in Spanish and English. For example, a Spanish speaker may use the verb "to have" to formulate the same sentence in which an English speaker would utilize the verb "to be". And in vice versa, an English speaker may utilize the verb "to be" to say the same thing that a Spanish speaker would say with the verb "to have". Although these two sentences would have the same linguistic meaning, they use different verbs.
These reversed rules made learning these verbs difficult for my young students. Initially, they couldn't distinguish nor understand this difference. They assumed that like with vocabulary, they could directly translate a Spanish sentence to formulate a sentence with the same meaning in English. Evidently, this method is not true; consequently, my students were often using these English verbs incorrectly.
These reversed rules made learning these verbs difficult for my young students. Initially, they couldn't distinguish nor understand this difference. They assumed that like with vocabulary, they could directly translate a Spanish sentence to formulate a sentence with the same meaning in English. Evidently, this method is not true; consequently, my students were often using these English verbs incorrectly.
Photo of Cabo de Roca in Sintra, Portugal. Pictured is the most western tip of continental Europe.
"To Be"
"To Be"
Before further unravelling why these verb are so complicated for Spanish students to learn, I want to first review the linguistic rules for using each verb. In English, "to be" is used to describe something or someone. It can be used in many different contexts, but it is most commonly used to talk about name, age, time, feeling, nationality, and profession. Some examples of sentences with the verb "to be" are: "Her name is Mary", "He is 10 years old", "It's 4 o'clock", "I am American" and "We are teachers". The usage of the verb "to be" in English is pretty straightforward, but that is not the case for Spanish.
Before further unravelling why these verb are so complicated for Spanish students to learn, I want to first review the linguistic rules for using each verb. In English, "to be" is used to describe something or someone. It can be used in many different contexts, but it is most commonly used to talk about name, age, time, feeling, nationality, and profession. Some examples of sentences with the verb "to be" are: "Her name is Mary", "He is 10 years old", "It's 4 o'clock", "I am American" and "We are teachers". The usage of the verb "to be" in English is pretty straightforward, but that is not the case for Spanish.
In Spanish, on the other hand, there are two different "to be" verbs - "ser" and "estar". I'm not going to dive into the complexity of these verbs and their uses in Spanish, but both verbs are used in different contexts to signify the one English verb "to be". Although "ser" and "estar" are both used to describe something or someone like the English verb "to be", the Spanish language has rules for using one verb over the other. Therefore, Spaniards have a hard time grasping the concept that there is only one verb to express the same ideas in English. They are accustomed to the idea of using two different verbs for the English "to be".
In Spanish, on the other hand, there are two different "to be" verbs - "ser" and "estar". I'm not going to dive into the complexity of these verbs and their uses in Spanish, but both verbs are used in different contexts to signify the one English verb "to be". Although "ser" and "estar" are both used to describe something or someone like the English verb "to be", the Spanish language has rules for using one verb over the other. Therefore, Spaniards have a hard time grasping the concept that there is only one verb to express the same ideas in English. They are accustomed to the idea of using two different verbs for the English "to be".
Furthermore, Spaniards have difficulty with the English verb "to be" because the rules for using the verb are the not the exact same in each language. Instead of using "to be" like in English, they use verbal expressions with verbs like "tener" ("to have") to express possession of emotions and conditions. Hence, learning the English verb "to be" without even learning the verb "to have" is already quite complicated for native Spanish speakers.
Furthermore, Spaniards have difficulty with the English verb "to be" because the rules for using the verb are the not the exact same in each language. Instead of using "to be" like in English, they use verbal expressions with verbs like "tener" ("to have") to express possession of emotions and conditions. Hence, learning the English verb "to be" without even learning the verb "to have" is already quite complicated for native Spanish speakers.
Photo of a sunset over the market in the Medina, Marrakech.
"To Have"
"To Have"
To further explain why these two English verbs are so complicated for Spanish speakers to learn, we must understand how the verb "to have" is used in each language. Like with most uses of "to be", the verb "to have" is used almost identically in both Spanish and English. Generally, it is used to express ownership or possession and could be translated almost directly from one language to the other. For example, the Spanish equivalent for the English sentence "I have three siblings" is "Tengo tres hermanos". This direct translation is quite easy for native Spanish speakers to learn because it is used and structured identically in a sentence.
To further explain why these two English verbs are so complicated for Spanish speakers to learn, we must understand how the verb "to have" is used in each language. Like with most uses of "to be", the verb "to have" is used almost identically in both Spanish and English. Generally, it is used to express ownership or possession and could be translated almost directly from one language to the other. For example, the Spanish equivalent for the English sentence "I have three siblings" is "Tengo tres hermanos". This direct translation is quite easy for native Spanish speakers to learn because it is used and structured identically in a sentence.
However, like with the verb "to be", native Spanish speakers have a hard time understanding the simplicity of the English verb "to have". In English, "to have" is used to simply show ownership or posession. It is also used to say "to have to do something". The rules for the Spanish verb "tener" are slightly more complicated than the rules for the English verb "to have".
However, like with the verb "to be", native Spanish speakers have a hard time understanding the simplicity of the English verb "to have". In English, "to have" is used to simply show ownership or posession. It is also used to say "to have to do something". The rules for the Spanish verb "tener" are slightly more complicated than the rules for the English verb "to have".
Despite being used to show possession/ownership and "to have to do something", the Spanish verb "tener" is also sometimes used with a noun to express feelings. This fact makes learning these two verbs even more complicated because in English, "to be" is used to express feelings. For example, there are verb phrases in Spanish that use "tener" + a noun like "tengo sed". This phrase directly translates to "I have thirst". We do not literally possess thirst, only that we are feeling thirsty. A native English speaker would never speak that way though. He/she would instead use the verb "to be" to simply say "I am thirsty". This word choice looks grammatically incorrect and is thus confusing to comprehend as a native Spanish speaker. Spaniards would never say "Soy sed" because that directly translates to "I am thirst", which also has no meaning.
Despite being used to show possession/ownership and "to have to do something", the Spanish verb "tener" is also sometimes used with a noun to express feelings. This fact makes learning these two verbs even more complicated because in English, "to be" is used to express feelings. For example, there are verb phrases in Spanish that use "tener" + a noun like "tengo sed". This phrase directly translates to "I have thirst". We do not literally possess thirst, only that we are feeling thirsty. A native English speaker would never speak that way though. He/she would instead use the verb "to be" to simply say "I am thirsty". This word choice looks grammatically incorrect and is thus confusing to comprehend as a native Spanish speaker. Spaniards would never say "Soy sed" because that directly translates to "I am thirst", which also has no meaning.
Another rule for using the verb "to have" that confuses native Spanish speakers is age. In English, the verb "to be" is used to express age. English speakers might simply say "I am ten years old", with "am" being the conjugated present tense form of "to be." This condition is not a rule for the Spanish verb "to be." To express age, Spanish speakers would not say "Soy diez años" ("I am ten years"). They instead use the verb phrase "tener" + noun to say "Tengo diez años". This phrase directly translates to "I have ten years", which to any English speaker, sounds strange.
Another rule for using the verb "to have" that confuses native Spanish speakers is age. In English, the verb "to be" is used to express age. English speakers might simply say "I am ten years old", with "am" being the conjugated present tense form of "to be." This condition is not a rule for the Spanish verb "to be." To express age, Spanish speakers would not say "Soy diez años" ("I am ten years"). They instead use the verb phrase "tener" + noun to say "Tengo diez años". This phrase directly translates to "I have ten years", which to any English speaker, sounds strange.
Despite having the same meaning, phrases like this cannot be directly translated from Spanish to English because they are not grammatically correct. Thus, my students had a very hard time understanding when to use "to be" and "to have". These grammatical differences between Spanish and English, as you can imagine, greatly confused my young students and caused them to constantly be frustrated in class, in small group work, and on their exams.
Despite having the same meaning, phrases like this cannot be directly translated from Spanish to English because they are not grammatically correct. Thus, my students had a very hard time understanding when to use "to be" and "to have". These grammatical differences between Spanish and English, as you can imagine, greatly confused my young students and caused them to constantly be frustrated in class, in small group work, and on their exams.
Photo of a card from a third grade student at Colegio Público Antonio Machado, Collado Villalba.
"Have Got"
"Have Got"
Another difficult aspect of my teaching experience in Spain was adjusting to the regional differences between the English material taught in class and the English I grew up speaking in the United States. Since I was in Europe, the bilingual school system in Spain taught their students British-English, a dialect I did not know.
Another difficult aspect of my teaching experience in Spain was adjusting to the regional differences between the English material taught in class and the English I grew up speaking in the United States. Since I was in Europe, the bilingual school system in Spain taught their students British-English, a dialect I did not know.
Although I knew there were regional differences between American and British jargon (like "trousers" for "pants" and "rubber" for "eraser"), I didn't realize this was the case for complex linguistic concepts too. These more profound differences were first brought to my attention when Raquel introduced the verb "to have" to our third grade classes. She taught students that the present tense conjugation of "to have" is "have got", and used examples like "I have got three siblings" and "You have got blonde hair." At first, I was utterly confused about this as a native English speaker. As an American, I would simply say "I have three siblings" and "You have blonde hair." To most Americans, "have got" is considered a slang conjugation of the verb "to have." It is used in less formal situations, but it was never taught in school as a part of English grammar. I didn't know the "have got" form of the verb was used formally by British-English speakers and was taught in bilingual schools around the world. This fact was alarming and even uncomfortable for me to teach as an English teacher because it felt improper, informal, and somewhat rude!
Although I knew there were regional differences between American and British jargon (like "trousers" for "pants" and "rubber" for "eraser"), I didn't realize this was the case for complex linguistic concepts too. These more profound differences were first brought to my attention when Raquel introduced the verb "to have" to our third grade classes. She taught students that the present tense conjugation of "to have" is "have got", and used examples like "I have got three siblings" and "You have got blonde hair." At first, I was utterly confused about this as a native English speaker. As an American, I would simply say "I have three siblings" and "You have blonde hair." To most Americans, "have got" is considered a slang conjugation of the verb "to have." It is used in less formal situations, but it was never taught in school as a part of English grammar. I didn't know the "have got" form of the verb was used formally by British-English speakers and was taught in bilingual schools around the world. This fact was alarming and even uncomfortable for me to teach as an English teacher because it felt improper, informal, and somewhat rude!
Photo of a blackboard lesson in a third grade classroom at Colegio Público Antonio Machado, Collado Villalba.
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