Resumen de Learning Phonetics and Phonics to Teach
Cristina Férriz Sánchez, Myriam Cherro Samper, Javier Fernández Molina, Beatriz Ortín Pérez, José Antonio Sánchez Fajardo, Manuel Sánchez Quero
In the current educational framework and with the new Plurilingual Programmes, there is a tendency to introduce L2 instruction at early ages along with increased exposure to L2 by teaching non-linguistic areas in English. For this reason, the introduction of literacy in English makes more sense in this new context since it allows an approach to teaching, writing and reading English at an earlier age and it is also necessary to have a good reading comprehension and writing expression abilities in order to succeed when learning other areas of the curriculum in English. This work intends to conduct a compilation of methodologies, from the most traditional ones to the very latest to provide the practical results with (a) a theoretical framework which enables us to define the methodologies that could be more efficient in the Spanish university context; and (b) an empirical analysis of the methods and its related or corresponding implementation in the Spanish educative context. Furthermore, it tries to ascertain if our �Literacy in English Language� course gathers all the epistemological and practical knowledge our Degree in Education students� need to know about English literacy to help them succeed in their future task as English Teachers.
