La enseñanza del plano fónico y su correspondencia gráficauna propuesta de innovación para el español de Canarias

Abstract

Pronunciation and spelling get different social considerations if we consider that traditionally moreattention has been paid to written communication compared to oral communication (Cassany, Lunaand Sanz, 2003). However, both planes are closely linked if we consider that the graphemes try tographically represent what happens in the phonic plane. Thus, this work deals with the phonic featuresthat characterize the variety of Spanish in the Canary Islands and how these are important in theorthography of students of compulsory and post-compulsory education. In order to address this studywe have focused on different aspects: First, the phonic features of Canarian Spanish that affect thesegment (Almeida and Díaz Alayón, 1988) and the suprasegment (Dorta Ed., 2018) are addressed. Atthe segmental level: 1) traits that are registered in the entire sociocultural spectrum of speakers, suchas, for example, generalized “seseo”; 2) traits that are reduced to more specific sociological groups,as happens with the implosive -r/-l confusion (rotacism and lambdacism). One of the most studiedsuprasegmental elements is intonation: in the Canary Islands, it differs from central Spanish in almostall the islands in the interrogative modality. Secondly, we focus on those features of the phonic planethat affect the bad spelling of Canarian students (Ortega Ojeda, 1996). Obviously, these students canregister errors in all those cases in which they occur outside their linguistic modality, such as thosecorresponding to b/v confusion. However, there are other types of errors motivated by the phonic featuresthat characterize the Canarian variety: an example is the “seseo”, that is, the opposition θ/s doesnot exist and, therefore, it is common for words written with the spelling “c” or “z” appear with “s”. Allthis leads us to reflect on different aspects that can help students improve spelling through a didacticproposal oriented, in general, to auditory discrimination activities developed with new information andcommunication technologies: 1) Discriminating phonic features; 2) The audiobook in the classroom