I know all of those! :eek: I wouldn’t pass Linguistic Analysis of English without that knowledge.
But it makes you a better teacher to know some of the rules of other languages when you’re evaluating students. Comparative charts and explanations work. When I’m fumbling through Hebrew, I have a guide that can help me compare rules because it’s tailored to American English speaking students…so I’m better equipped to catch mistakes.
If you just walk into a classroom and hear, “Do it this way, this way, this way, and this way because of this rule, this rule, this rule, and all rules will be broken sometimes”, it’s frustrating. I’d rather say, “This is the rule in English. In Spanish, you do it this way. In English, we write it this way. Sometimes it’s broken, but it’s good to start here.” Everyone activates their L1 when learning L2, but you will do better when the instructor is familiar with your L1 word order and verb rules. I don’t teach just Spanish speakers, but because I live in Denver, that’s the majority.
I notice my students saying, “We will be having” a lot.
“We will be having a test.” [taking a test]
“We will be having homework.” [‘having’ can be omitted]
“I will be having to go the dentist.” [need to or will need to]
“She is having to go to the office.” [needs to go/was sent to]
again, I don’t meant to hijack the thread. There are just a few things that trip me up.
Edit: I’m a social studies teacher. We write every day, but I don’t teach English…officially…I just teach English…while teaching Civics…and my ass depends on their CSAP scores. I’m getting an MA in Applied Linguistics, but I want to drop the program and shoot for a PhD in cognitive/relative. I know* my* English rules. If the bureaucracy of teaching didn’t suck so bad, I’d never leave. But it does, so off to research I go.