The biliteracy process in Primary Education: teachers and parents’ perceptions on the use of phonic methods to develop emergent biliteracy skills
The type of method used inside the classroom to work on biliteracy skills can influence children’s development and their motivation to acquire two different languages. This study aims to explore teachers and parents’ perceptions on the implementation of phonic methods for the emergent biliteracy lea...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/96929 |
| Acesso em linha: | https://hdl.handle.net/11441/96929 https://doi.org/10.12795/IE.2019.i99.03 |
| Access Level: | acceso abierto |
| Palavra-chave: | Literacy Primary education Parents Teachers Literacy methods Transference, skills English Alfabetización Enseñanza Primaria Padres Profesorado Métodos de alfabetización Transferencia Competencia Inglés Alphabétisation Enseignement primaire Parent Enseignant Méthode d'alphabétisation Transfert Competence Anglais |
| Resumo: | The type of method used inside the classroom to work on biliteracy skills can influence children’s development and their motivation to acquire two different languages. This study aims to explore teachers and parents’ perceptions on the implementation of phonic methods for the emergent biliteracy learning of 6-year-old children; and to determine differences between the families’ perceptions of private and state schools. This research counted with the pupils, their families and teachers from two schools from Seville, and was carried out through a nonexperimental research design, with a descriptive and cross-sectional nature. Data was collected through semi-structured interviews to teachers, analysed through a categorial system; and parents’ questionnaires, analysed through a descriptive statistics and the Chi square test. Results present that teachers and families agree on the beneficial use of a phonic method to develop emergent English literacy skills and on children’s positive learning regarding phonological awareness, vocabulary and, more especially, considering word and sentence reading. This study presents important implications regarding parents’ raise of their awareness on the use of a method to offer a significant support at home. |
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