Literacy Teaching Methods and the Subject of ‘Phonetics and Phonology’ in the Primary Education Teaching Degree with English Specialization

Abstract

This research work is part of a set of studies implemented for the ‘REDES 2017’ project. A theoretical and practical study of the methodology, significant learning, and prior knowledge of students in literacy teaching in university education was carried out. This work aims at producing a compilation of methodologies, from the most traditional to the most recent, to obtain practical results regarding (a) a theoretical framework to define most efficient methodologies in the context of Spanish universities; and (b) an empirical analysis of the methods and their implementation in the Spanish education context. This latter study depended greatly on observation and inference methods since its analysis arose from the description of current teaching methods and their adaptation to today’s settings. It is not about ‘copying’ methodologies, which obviously could be non-productive in Spanish students, but rather adapting such methodologies to the new educational context and studying its positive and negative aspects in depth. Conceptual research of this kind is necessary for any study because it enables us to know beforehand the methodologies which will take part in the contrastive analysis.