Reflection: Interview with Karin Frisch
Karin Frisch, a married, stay-at-home, mother of twins, from
Rio de Janeiro, Brazil, was my interviewee. She never received formal English
lessons; attributing her acquisition of English, largely, through children’s
books, and American media. Through my interview with Karin, I was able to apply,
grammar and morpheme, correction, of her word choices and prepositions, and
identify theories that we have learned through our modules, that I could apply
to Karin’s L1 transfer, and acquisition of English.
Perhaps, Karin’s high level of culture shock attributed to
her, instrumental and integrative, orientation motivation of English
acquisition. She met her husband in 2004, and despite the language barrier
between the two, they both experienced interpersonal exchanges, and developed
communication competencies to cope. Although, to Karin, her English L1 transfer
to L2 seemed natural and effortless, I can identify and apply the theories of studied
linguistics to her ELL experience.
She was 25, when she moved the states, a post-critical age
period, which, I believe had no hindrance on her English acquisition. She
acknowledges her educational background was helpful for her language transfer.
She, also, states she was exposed to English through media, music, people, and
schooling. at a critical age period, 5-13 years. This is interesting because, I
believe this implicit and explicit exposure may have familiarized her with
English, subconsciously, way before she knew her husband would be American.
This makes me very curious about our subconscious learning abilities? I can
relate research that mother’s playing music for their infants increasing brain
functions. I think this could be a similar phenomenon that applies to
adolescence.
I believe Karin’s ELL is a very common story of newcomer
transition. I have friends and family, who have married inter-culturally. I think this is the best example of the
interpersonal, acculturation process, as the phases of a relationship, serves
as an analogy for the acculturation process; euphoria, honeymoon stage,
excitement; culture shock, change of perception of self in new culture, or with
new person; culture stress, finding discourse to alleviate tension of native
pressures, integrating two individuals in a relationship; Assimilation,
adaptation to culture, relationship interdependencies. I had to write that analogy,
because I think comparing acculturation stages to relationship phases, is
relatable for all people, especially students. That is why I enjoyed Karin so
much, she points out that people experiencing language barriers, use communication
competencies, when they feel an interpersonal connections. She said a few
times, “I could barley speak English, but I could feel something, and he could
too, so we worked at it,” explaining her interpersonal relationship with her
husband.
Today, Karin admits she still struggles with English
prepositions, and understanding English “slang.” For example, she says, “Sometimes
I have to ask my husband what phrases like, face the music, mean.” Another
error, and evidence of her competency strategies, in her sentence structure, was
her word choice in saying “I will teach you directions [to her house].” I knew
she meant, “I can give you directions to my house,” I thought it was
interesting that she presented directions, as something you can teach. This make
sense, we, technically, have to learn a set of turns and roads to make our
directions, but in English, it is grammatically correct to “give” directions.
This is an example of Karin, communicating through L1 interface, as described
by Ellis’s Contrastive Hypothesis Analysis. The word “teach,” is overtly
incorrect, yet, she is transfering what she knows, to express her idea. I am
not Karin’s teacher, so I did not correct her, but I know as a teacher, I would
want to correct students. I would use approaches discussed in Thomas and
Hienle’s, in their Grammar Dimension Series.
Karin’s, two, three-year-old, twin, girls, are bilingual in
Portuguese and English. It is fun to observe her children innately switch
languages to accommodate other speakers. For example, pre-school, they may say
“cuidado,” to eachother, when coming down the slide, but speak English to
teachers and peers. Because, she is teaching Portuguese and English to her
girls, equally, I expect there social distance will low and expansive, when
visiting Brazil and her in the U.S. This family is really fun, and great to
observe, in my social-linguistic studies.