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| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
Bridget Schvarcz, Afeka Academic College of Engineering, Tel-Aviv, Israel
Khanh-Duc Kuttig, University of Siegen,Siegen, Germany |
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| ARTICLES |
| IS PRONUNCIATION FORGOTTEN? |
Kate Mastruserio Reynolds, Central Washington University, Washington, USA |
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Depending on the context of learning, L2 educators have access to curricula that includes pronunciation teaching and learning. Throughout the world, depending on the age/ grade in schools, curricula may include a pronunciation course and depending on how the pronunciation course is approached, it may have greater/less effectiveness on the intelligibility of learners’ oral production. In language contexts where language learners are learning English as a “foreign”(for lack of a better term) language, textbooks are available that guide learners developmentally through the initial language learning and some of these materials integrate explicit pronunciation learning and practice. Read More |
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| TEACHING PRONUNCIATION IN SCHOOL: MISSION POSSIBLE OR IMPOSSIBLE FOR ENGLISH TEACHERS? |
Shira Koren, Bar Ilan University, Ramat Gan, Israel |
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Have you ever thought about the fact that all aspects of English are taught at school except for pronunciation? Why is that? Is pronunciation less important than fluency in speaking, reading, writing and grammar? While many pupils manage to speak English properly, some would definitely benefit from a pronunciation course. But teachers are not trained to teach pronunciation. In this article I describe a pronunciation course that I have designed for English teachers. Read More |
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| TEACHER EDUCATION AROUND PRONUNCIATION IN THE SWEDISH CONTEXT: ADDRESSING THE TRICKLE-DOWN PROBLEM |
Mara Haslam, Stockholm University, Stockholm, Sweden |
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How can we help future teachers to include pronunciation as part of their English teaching, even when the teacher education program doesn’t include specific coursework in pronunciation teaching? In this article, Mara Haslam describes how this is done at Stockholm University and suggests ideas that can be incorporated into other teacher education programs. Read More |
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| DEVELOPING A POSITIVE ATTITUDE TOWARDS PHONEMIC SYMBOLS |
Mark Hancock, University of Chester, Chester, UK |
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Teachers of English often feel insecure about using phonemic symbols, especially when they feel that their accent is different from the accent which the symbols represent. This belief is based on an important misunderstanding about the nature of the symbols, and we need to address this right from the start in teacher education. Read More |
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| BOOK REVIEWS |
| TEACHING PRONUNCIATION: A REFERENCE FOR TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES |
Joan Ramirez, Independent, New York, USA |
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| ABOUT THIS COMMUNITY |
| MEET OUR NEWSLETTER EDITOR |
Khanh-Duc Kuttig, University of Siegen,Siegen, Germany |
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