Synthetic Phonics in Spanish bilingual education: Spelling mistakes analysis

Svetlana Antropova; Rafael Carrasco Polaino; Juana María Anguita Acero

doi:10.30827/portalin.vi39.25091

Autores/as

Svetlana Antropova Universidad Villanueva https://orcid.org/0000-0002-2384-0198
Rafael Carrasco Polaino Universidad Complutense de Madrid https://orcid.org/0000-0002-0687-6842
Juana María Anguita Acero Universidad de Castilla-La Mancha https://orcid.org/0000-0002-8390-857X

DOI:

https://doi.org/10.30827/portalin.vi39.25091

Palabras clave:

metodología, aprendizaje, escritura, inglés

Resumen

Leer y escribir en inglés desde edades tempranas es tanto una necesidad como una obligación. La búsqueda de una metodología de aprendizaje efectiva ha hecho que el uso del método Synthetic Phonics se haya extendido sin que exista unanimidad sobre sus resultados. El presente estudio pretende probar la efectividad de dicho método en centros bilingües de la Comunidad de Madrid (España), centrándose en las destrezas escritas de 640 alumnos de 8-9 años. Los errores cometidos en un dictado de 15 palabras de uso frecuente han sido clasificados atendiendo a la taxonomía de Corder. Las pruebas estadísticas no paramétricas evidencian la existencia de diferencias en los errores cometidos por los alumnos sin método de instrucción específico (cometen menos errores) y por los alumnos que siguen el método Synthetic Phonics. Sin embargo, dichas diferencias presentan bajo nivel de asociación y no indican nada relevante. Por ello, se podría concluir que el uso de Synthetic Phonics no parece garantizar un aprendizaje eficiente de la ortografía en el caso del alumnado español. Es necesario adaptar el método Synthetic Phonics para el alumnado de centros bilingües y analizar la eficacia de otros métodos de enseñanza de la escritura en inglés a edades tempranas.

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Biografía del autor/a

Svetlana Antropova, Universidad Villanueva

Ph.D. in English Literature. Professor at Education Department, Universidad Villanueva. She teaches subjects related to bilingualism and second language teaching in Education Degree and Masters of the training of foreign language teachers. She was also the Coordinator of the English department in a bilingual school, Madrid. She is currently doing counselling in second language teaching at schools, as well as giving training courses in second language teaching methodologies.

Rafael Carrasco Polaino, Universidad Complutense de Madrid

Ph.D. in Journalism. Professor at the Journalism and New Media Department, Universidad Complutense of Madrid. His field of research has been social media through network service analysis (ARS) and statistical analysis since his research stay Media Innovation Lab in Vienna University. He has implied the abovementioned methodologies to a wide array of studies which were published in different high impact journeys. Member of various international and national competitive research projects.

Juana María Anguita Acero, Universidad de Castilla-La Mancha

Ph.D. in Educational Sciences, MA in the Teaching of Spanish as Foreign Language and in Bilingual Education. Degrees in Translation and Interpreting, in English Studies, and in Primary Education Teaching. Expert in intercultural education, migratory movements, bilingualism, and the teaching of English as a foreign language. She has worked and collaborated with different universities. At the present time she is a researcher and professor at Universidad de Castilla-La Mancha.

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