Beyond the IPA: Alternative Strategies for Teaching English in Primary School Más allá del AFI: Estrategias fonéticas alternativas para la enseñanza del inglés en primaria

Abstract

This study examines the use of Spanish-based respelling as a pedagogical strategy to improve English pronunciation among primary school students. Traditional methods focused on mechanical repetition often fail to ensure intelligibility and fluency. The research was framed within a quantitative approach and a correlational design, conducted with an intact group of 42 fifth-grade students. Data collection involved oral reading tasks and pronunciation activities, with fluency measured through words correct per minute (WCPM) and accuracy assessed using an analytic rubric. The results indicate a statistically significant improvement between pre-test and post-test scores (p < .001), with an average gain of three points and reduced variability among learners. These findings confirm that alternative respelling strategies contribute to higher accuracy, greater fluency, and increased self-confidence in oral production. Therefore, respelling proves to be an effective and accessible resource for English language teaching in primary school contexts.