Publications

Over the last decade, Spanish EFL classrooms have changed dramatically: the onset age has gone down and the number of English sessions per week has increased. However, these changes have not always been accompanied by new teaching practices. A strong deficiency is the entire lack of method to assist Spanish children in EFL reading, which makes the process difficult and worsens the pronunciation due to L1 grapho-phonemic transfer. Within this context, we propose the use of phonics, phonological awareness methods designed to teach English natives to read, in EFL classrooms.