Publicación: ICT and Jolly Phonics. A comparative study between England and Spain
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2016-06-01
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Atribución-NoComercial-SinDerivadas 4.0 Internacional
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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Universidad Nacional de Educación a Distancia (España). Facultad de Filología. Departamento de Filologías Extranjeras y sus Lingüísticas
Resumen
In this dissertation the use of ICT for the teaching of synthetics phonics is explored. It focuses on the method Jolly Phonics which originated in England and was designed to teach native speakers to read and write. Thanks to its great success, the method was later on applied in countries where English was studied as a second or foreign language as it is the case of Spain. Considering the fact that the method and therefore, the software and songs developed for it, were oriented towards native speaker children, it is explored how these ICTs are integrated in Spain where most children speak and learn English as a foreign language. It will be compared how the software and songs fit in the curriculum in both countries and how teachers use them. Moreover, the possible advantages and drawbacks of these ICTs for children in both countries will be examined.
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Categorías UNESCO
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Jolly Phonics, ICT, bilingual education, English education, Spanish education
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Centro
Facultad de Filología
Departamento
Filologías Extranjeras y sus Lingüísticas