ΠΕΡΙΕΧΟΜΕΝΑ Safe n sound 3
ΤΟ ΑΧΡΟΝΟ ΣΥΜΠΑΝ Εκδόσεις Λευκή Σελίδα εκπαίδευση ΑΓΓΛΙΚΗ ΓΛΩΣΣΑ Ανθή Κοκκώνη Mαρίνα Μαυροφόρου Kατερίνα Περικλέους Aπόστολος Πηγιάκης Δέσποινα Φιλιππίδου Safe n sound Getting to the heart of reading Σελιδοποίηση: Γιάννης Χατζηχαραλάμπους Μακέτα εξωφύλλου: Γιάννης Χατζηχαραλάμπους Εικόνα εξωφύλλου: Ανώνυμος Copyright Εκδόσεις Λευκή Σελίδα και Ανθή Κοκκώνη, Mαρίνα Μαυροφόρου, Kατερίνα Περικλέους, Aπόστολος Πηγιάκης, Δέσποινα Φιλιππίδου, Αθήνα 2015 Πρώτη έκδοση από τις Εκδόσεις Λευκή Σελίδα, Αθήνα 2012 ISBN 978-960-9745-04-8 Εκδόσεις Λευκή Σελίδα Σταδίου 10, 105 64, Αθήνα Τηλ. & Fax.: 2103232870 www.lefkiselida.gr e-mail: info@lefkiselida.gr Αυτό το κείμενο που δημοσιεύεται από τις εκδόσεις «Λευκή Σελίδα» προστατεύεται από τους διεθνείς νόμους και τις διεθνείς συνθήκες που αφορούν τα συγγραφικά δικαιώματα. Η εκτύπωσή του σε χαρτί προορίζεται αποκλειστικά για τον αγοραστή και περιορίζεται στην προσωπική του χρήση. Κάθε άλλη αναπαραγωγή ή αντιγραφή, από όποιον και να προέρχεται, θα αποτελεί απομίμηση και θα υπόκειται στις προβλεπόμενες κυρώσεις από το σχετικό νομοθετικό πλαίσιο περί πνευματικής ιδιοκτησίας και από τις ισχύουσες διεθνείς συνθήκες για την προστασία των συγγραφικών δικαιωμάτων. 4
ΠΕΡΙΕΧΟΜΕΝΑ Anthi Kokkoni Marina Mavroforou Katerina Perikleous Apostolos Pigiakis Despina Filippidou Safe n sound Getting to the heart of reading [ εκπαίδευση ΑΓΓΛΙΚΗ ΓΛΩΣΣΑ ] 5
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Introduction Phonological awareness is of vital importance in teaching English. The same applies when English is taught as a foreign language. When teaching a foreign language there are many factors to be taken into consideration such as differences in the phonological systems and teaching methodologies. According to Uta Frith s framework (1985) there are three phases corresponding to the normal development of literacy. These are the logographic stage which involves word recognition on the basis of silent graphic features, the alphabetical stage which involves letter- sound correspondences and the orthographic which involves phonetically correct spelling. At any of these critical points, where a new step has to be taken, breakdown may occur. Concerning the English language, the alphabetical system is one where each grapheme in the written form of a word, maps onto a single phoneme in the spoken form of the word. However, the grapheme-phoneme correspondencies are not uniform across the words. This causes great difficulties to both average and learning disabled English pupils in acquiring the second and third stage in Frith s model. Based on the aforementioned framework, the English educational system mainly focuses on reading which presumes good phonological awareness. Whereas, the Greek educational system places emphasis on spelling, as reading competence can be more easily acquired because of the phonological regularity of the Greek language. When Greek pupils are called on to learn English as a foreign language, many difficulties emerge. This occurs not only because of the phonological differences between the two languages, but also because pupil phonological awareness training is not stressed. This is more evident when dealing with learning disabled children who have phonological processing difficulties (Snowling & Thompson, 1998). In order to tackle these problems it would be desirable to aim at a more structured, phonologically centred, multisensory teaching approach in order to facilitate the learning process and minimise failure. «Safe n Sound» is our proposal for the smooth introduction of Greek pupils to some of the phonological structures of the English language. The selection of these structures has been made after careful research into the priorities set by some of the most valid methods for the alleviation of Specific Learning Difficulties in English children. These structures are presented in the 13 different units of this book which are also accompanied by 10 Fun pages that aim mainly at the introduction of basic vocabulary and the limitation of visual mistakes concerning letters whose shapes are quite similar and usually confuse the pupil (e.g. b,d ). 5
It should not be ignored that this book is the very first attempt for the introduction of a phonologically oriented teaching approach to Greek pupils being taught English as a Foreign Language. For this reason it is obvious that the application of the present method in class or individually may reveal some weaknesses or promote ideas for modifications in a future edition. All your comments and advice are more than welcome at the following address: The Safe n Sound Editing team safeandsound@hotmail.gr 6
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