Three-pronged approach to the time obstacle: integrate pronunciation, start early, and increase its priority via assessment¶

Strategy · All strategies
Evidence · no claims cited

Description¶

To work around the time obstacle, the article recommends a three-pronged approach: "Integrate, start early, and increase its priority (e.g., via assessment)." Teachers integrate pronunciation into every lesson (e.g., microlessons on intonation within a grammar unit on wh-questions), begin instruction early even at beginner levels rather than reserving it for advanced electives, and push for explicit pronunciation-related learning outcomes and regular assessment so that teachers and learners perceive pronunciation as valued. The third part requires collaboration among teachers, learners, and programs.

Design Implications¶

Context¶

Requirements¶

• Collaboration among teachers, learners, and programs for the priority/assessment component
• Institutional adoption of explicit pronunciation-related student learning outcomes and assessment

Constraints¶

• The article notes the priority-raising solution requires institutions to adjust in response to demand from teachers and learners

Target Learners¶

• L2 learners of English at all proficiency levels, including beginners

Target Learning Goals¶

• Regular, integrated pronunciation development across skill areas

Related Strategies¶

Examples¶

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Key Sources¶

• Darcy, I. (2018). Powerful and effective pronunciation instruction: How can we achieve it? The CATESOL Journal, 30(1). http://languageinstinct.blogspot.com/2006/09/what-is-clt.html. doi:10.5070/b5.35963