Page 27 - ELG2406 June Issue 490

FEATURE

in the form of apps and computer software non-native teachers can bring their personal speaker or regional native speaker accents. In
can be a friend or a foe when teaching or experience of learning the pronunciation this respect, our book both embraces diversity
learning pronunciation. Digital recordings, of English directly into their teaching – with regard to the accents of both teachers
for example, allow us to analyse our learners’ something native teachers can’t – and then and learners, and is genuinely inclusive.
performance and identify problem areas, to walk into the classroom equipped with unique With international intelligibility as the
monitor their progress throughout the year, or strengths and skills. goal, nobody is left out of the critical task
to assess their level at the end of the year. As we have just seen with the new role of of teaching and learning the pronunciation
However, some new technologies glitter the learner’s first language, pronunciation of English.
but are not gold, and it is only by analysing teaching aimed at intelligibility as opposed to ‘Teaching English Pronunciation for a Global
the latest software and apps using the criteria accent, shines an entirely new light on who World’ is available from Oxford University Press
we put forward in the book, that teachers makes a good instructor. With intelligibility and local distributors.
and learners can evaluate each of them in as the goal, any teacher whose English is
turn. Guided analysis like this allows users to intelligible, is, by definition, an excellent
choose the best app, software or internet site classroom model for their learners. This is Robin Walker is a teacher,
for classroom or independent use. true regardless of whether the teacher is a teacher educator, materials
In general, the more widely available a non-native speaker or a native speaker with writer, and consultant
resource, the better. This is especially true a regional accent. based in Spain. His main
of the most widely available pronunciation Moreover, teachers who share the same L1 specialism is pronunciation,
teaching resource, which is the learner’s L1 as their students are ideally situated to act and he has published books
pronunciation. Until now, the mother tongue as guides along the road to internationally and numerous articles on the subject. He
has been widely seen as a major obstacle to intelligible English. Who better to lead you is also an active member of the IATEFL
good pronunciation, but when our goal is on the potentially difficult journey than a Pronunciation Special Interest Group
international intelligibility, the mother tongue person who has already made that journey (PronSIG).
can become an invaluable resource. successfully?
To make best use of this free resource, With all that in mind, perhaps what we are Gemma Archer is an
teachers should possess a good working the most proud of as authors is the fact that experienced English language
knowledge of the phonetics and phonology the book empowers all of those teachers who, teacher, trainer and researcher
of the learner’s first language. Suddenly, up to now, have been uncomfortable teaching specialising in pronunciation
non-native teachers find themselves in an pronunciation, or who may lack confidence pedagogy, as well as a
advantaged position over many of their and simply avoid teaching it altogether. passionate advocate for the
native-speaker colleagues, who are usually Those teachers have often told us of the inclusion of diverse varieties of English in
less well placed to exploit the intricacies of conflict between the accent found on existing the classroom.
their students’ mother tongue. Suddenly, teaching materials and their own non-native

The TESOL Centre, at Sheffield Hallam University,
has been transforming teachers’ lives for thirty-five
years. Our research-active lecturers lead small groups,
focus on individual needs and prepare our students for
a variety of careers. For the latest course
information, visit www.shu.ac.uk/TESOL
or email j.wrigglesworth@shu.ac.uk

Masters Degree University Advanced Professional Certificate

Teaching English to Speakers of Teaching English for Academic
Other Languages (TESOL) Purposes (EAP)
Face-to-face in UK, starts every September Fully online, starts every January, 30 PG credits

Discover how languages are taught, analysed & learned Develop your knowledge & understanding of academic
in small international groups. language teaching.
Become the language teacher you aspire to be through Join an international community of EAP teachers,
supported teaching practice. researchers & practitioners.
Draw on current scholarship and apply your own Maximize the learning experiences of your own students.
language-teaching research skills. Study academic discourse, pedagogical task design,
Apply the practicalities of ESP, technology enhanced assessment purpose, academic practice & more.
learning, course design & second language aquisition.

editorial@elgazette.com 27