La enseñanza inicial de la composición fonológica en la segunda o lengua extranjera: los fonemas y el alfabeto

espanolLa alfabetizacion o literacia comienza tipicamente con la introduccion de las letras o grafemas por medio de los sistemas de escritura alfabeticos en la primera clase de escuela primaria. La ensenanza del alfabeto a principiantes jovenes, como ellos entran en la escuela primaria, por lo general toma algun tiempo, a veces semanas y meses. La ensenanza de letras y sonidos de la L1 es un aspecto investigado a fondo en la pedagogia de lengua y la linguistica, y esta basado en las caracteristicas del desarrollo de adquisicion del alfabetismo. En las clases introductorias de idiomas extranjeros, sonidos y letras estan entre las primeras nociones gramaticales que se encuentran. Sin embargo, por lo general, esto no toma tanto tiempo y esfuerzo como la ensenanza de letras y/o el alfabeto en las clases de L1. Muy a menudo, en particular con principiantes adultos, el alfabeto de una L2 es presentado en la primera clase misma. Este acercamiento tiene una larga tradicion en la ensenanza de idiomas. Hay varios problemas que lo rodean. En este articulo se van a usar las lenguas espanola y croata, que son vistas como lenguas relativamente simples en lo que concierne al fonema y la relacion con su grafia, para ejemplificar los problemas de introduccion del alfabeto de idioma extranjero. Esto tambien ofrecera algunas soluciones para el problema. EnglishLiteracy typically starts with introduction of letters within alphabetic writing systems in the first class of primary school. Teaching alphabet to young learners as they enter primary school usually takes some time, sometimes weeks and months. Teaching letters and sounds on one's L1 is one of the thoroughly researched field in the language pedagogy and linguistics, and it is based on developmental characteristics of literacy acquisition. In the introductory classes of foreign languages, sounds and letters are among the first grammatical notions students meet. However, usually it does not take nearly as much time and effort as teaching letters and alphabet in L1 classes. Very often, particularly with adult learners, the alphabet of an L2 is introduced at the very first class. This approach has a long tradition in foreign language teaching. There are several problems with this approach. One is that the alphabet is not such a great start when you do not speak a language at all as it very often does not cover all phonemic sounds of a language. Another is that alphabet lines sounds that have nothing phonetically similar next to each other. Also, alphabet consists of some sounds that are similar to native language sounds of a learner mother tongue together with other sounds that are dissimilar or unknown to foreign speakers. This paper will use Spanish and Croatian languages, which are viewed as relatively simple languages with respect to phoneme: letter relationship, to exemplify the problems with introducing alphabet of foreign language. It will also offer some solutions to the problem.