What should a teacher consider first when an ELL student consistently omits the /h/ sound in words?

In considering why a student consistently omits the /h/ sound in words, it is important to recognize the phonetic characteristics of their native language. Many native Spanish speakers tend to omit or not pronounce the /h/ sound because it is silent in the Spanish language. Since the /h/ sound does not exist in the same way it does in English, this can lead to difficulties for Spanish-speaking English Language Learners (ELLs) as they acquire proficiency in English. By understanding this linguistic backdrop, teachers can better address the specific needs of these students, focusing on targeted phonetic instruction to help them master sounds that may not be present in their primary language.

Other considerations, while potentially relevant, are less directly connected to the linguistic background. For instance, while an articulation disorder or a respiratory issue may affect a student's speech, they are not specifically correlated with the omission of the /h/ sound as it relates to language background. Similarly, a hearing assessment could be beneficial if issues arise; however, the consistent omission of a particular sound is more likely rooted in language transfer from the student's first language. Thus, recognizing the influence of the student's native language is crucial for effective teaching strategies.