Abstract
English is especially demanding for Spanish speakers due to the greater number of sounds, the complex letter-sound relationship, and prosodic features. English phonics programmes may offer clearer, more comprehensive instruction. 84 pre-service teachers completed a questionnaire on the use of phonics in Spanish EFL preschool and primary classrooms. Results show that specific training is needed, not all participants favour this method, and a more eclectic approach to early literacy is advocated.
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