Categories

Arts & Humanities
, 
Education and Pedagogy

Implementing A Phonological Awareness Session in An Early Education Class: Current Status, Barriers, Side Comments, and Key Considerations

Authors

By 
Mario Hernández Barriopedro
Mario Hernández Barriopedro, University of Alcalá, Spain
Orcid https://orcid.org/0000-0001-8129-9419

Born in Guadalajara (1994), he holds a bachelor’s degree in Early Childhood Education (2016) and a bachelor’s degree in Elementary Education (2019), both with a concentration in Foreign Languages, from the University of Alcalá, where he also earned a master’s degree in Teaching English as a Foreign Language (Developing English Teaching Skills) in 2020. He is currently in his fourth year of a Ph.D. in Education, focusing on phonological awareness and the use of computer applications for literacy. He is an adjunct professor in Modern Philology and the author of four publications available at the UAH School of Education.

STAR SCHOLARS PRESS

Published

Publication date : August 6, 2026

Synopsis

This chapter examines the implementation of phonological awareness in early English-language classrooms, with attention to bilingual and non-bilingual settings. It argues that early language instruction often prioritizes grammar while neglecting pronunciation, sound awareness, and natural oral production. Drawing on classroom-based intervention experiences, the chapter discusses blending, segmenting, BICS, CALP, teacher workload, curriculum constraints, and the potential of AI-supported feedback. It highlights practical strategies for improving pronunciation, decoding, and early language development.

Copyright

Copyright (c) 2026 STAR SCHOLARS PRESS