Stella is a graduate teacher from the National University of Mar del Plata, Argentina. She has been teaching English for over 25 years to children and adolescents. She has developed EFL classroom projects at both private and state institutions. She works at AACI Certificates (Asociación Argentina de Cultura Inglesa) as an exams developer and she is a Cambridge English Speaking Examiner.
When she came across Jolly Phonics it was ‘love at first sight’. She took part in a pilot experience that was being carried out in some state schools in Buenos Aires in 2014. Since then, she has been applying the Jolly Phonics programme in all her classes with excellent results. She has also spread the word about the benefits of the synthetic phonics method at different lectures.
Stella currently works as a teacher trainer at the government’s professional training centre in the Autonomous City of Buenos Aires where she coaches other English teachers on how to use the synthetic phonics method.
You can see recordings of Stella’s students reading words and short texts on her YouTube Channel The Reading Corner.
Gisel graduated as an English Teacher at Instituto Nacional Superior del Profesorado Técnico. She has taught children, teens and adults for over 18 years. She started using Jolly Phonics in 2013 in primary state schools in the city of Buenos Aires. She saw a huge change in her students as regards their reading and writing skills as well as their pronunciation and comprehension of texts. She has trained teachers on this method at private and state schools for two years now.
Roxana is a graduate Primary School Teacher and Sworn Translator and has been teaching in both state and private schools and translating for many companies for the past 25 years within Buenos Aires. She has ruled over her own School of Language, Leighton Institute since 1997 and has been the head of the English Department at Adveniat Secondary School since 2015.
Roxana first began to use Jolly Phonics in her teaching in 2013, after becoming involved in a Jolly Phonics pilot project for six state schools in Buenos Aires. The results of using Jolly Phonics was a turning point in Roxana’s professional life. She now feels that her students look forward to their English lessons as they are attractive, fun and more memorable, in turn the students have more confidence and have a complete understanding of what they are reading and writing. Before Jolly Phonics Roxana felt there was something missing and with Jolly Phonics the students have the necessary tools to read and write in English.
Roxana sees a big difference working with synthetic phonics and is convinced of the success in using Jolly Phonics. For that reason she would like to share her knowledge and enthusiasm with others.
Grace Vilar has over 25 years of classroom experience teaching English to non-natives. She was Head of Primary at Colegio San Antonio, a bilingual school in Buenos Aires, Argentina until 2011. Her concern with reading and writing led to using Jolly Phonics. Now pupils achieve excellent results, becoming enthusiastic readers and effective writers. Grace provides training in Chile, Uruguay, Brazil, Peru, Mexico and all of Argentina; she visits individual schools sharing her experience.
Andrés Felipe Vanegas Fernández is an experienced teacher and bilingual coordinator who provides training in the synthetic method and the innovation of Jolly phonics from preschool to primary levels; he has been working as an English Teacher and bilingual advisor. Andrés currently works as a bilingual coordinator in Jardín Tía Nora and Liceo los Alpes School in Cali, Colombia. He has literacy training at Dayton University in Ohio, USA, as well as Jolly Phonics Courses on Reading and writing. He has led two projects establishing the bilingualism Program based on synthetic phonics and jolly phonics method in a Spanish-speaking context. Andrés provides training in Latin America and Colombia; he visits schools sharing his experience and supporting Bilingual Programs.
Since the year 2009, in their role of coordinators of English at a highly prestigious bilingual school in Montevideo, Gabriela and Laura have established the implementation of Jolly Phonics as an essential component of the English Programme.
Having taught English to students of different ages, learning styles and needs both of them have collected all over the years sufficient evidence to prove that the Synthetic Phonics Approach has helped to boost students’ confidence and enthusiasm at the time of dealing with the reading and writing skills in the second language.
Being aware of the fact that the act of reading is the result of a combination of processes, which range from the most specific (segmentation and blending) to the most general ones ( wholeness of words and phrases in context), they are fully convinced that children’s phonological awareness and phonological abilities play an essential role in learning to read.