Enseñanza de la lectura a través de phonics en el aula de Lengua Extranjera en Educación Primaria

Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras

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.