Abstract
This study investigated tutors’ pronunciation teaching delivery in the Certificate in Teaching English to Speakers of Other Languages (CELTA) through two sequential qualitative case studies. The study was conducted in three phases: (1) case 1 – teacher interviews, (2) case 2 – a Delphi with pronunciation specialists, (3) Comparative Case Study analysis. Phase one involved four semi-structured interviews with five English teachers from Australia via virtual group meetings. Phase two involved responses to three rounds of online Delphi questionnaires with an international panel of 13 pronunciation specialists. Information about pronunciation teaching practice emerged from the teacher interviews that informed the Delphi question frame. The pronunciation specialists’ consensus in the Delphi was that CELTA tutors need to develop an eclectic knowledge base of pronunciation instruction that reflects contemporary approaches in pronunciation research and teaching. Phase three combined the phase one and two results in a Comparative Case Study analysis that attended simultaneously to dimensions of time, policy, and culture to identify a model of pronunciation instruction amenable to the CELTA. Recommendations for tutors’ professional development based on a comparison of the teachers’ extant practical knowledge and the pronunciation specialists’ research-informed knowledge include a community of practice and a mini curriculum.
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Articles in the same Issue
- Frontmatter
- Editorial
- Broadening the appliability of systemic functional linguistics
- Research Articles
- Functional linguistics in life: an embodied approach in teacher education
- Teaching citation to university students
- Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
- System networks as a resource in L2 writing education
- Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
- Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
- Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
- Teaching mental processes to EFL learners: a blended-learning proposal
- SFL as a socially accountable praxis: who and what are we working for?
- Regular Articles
- The influence of task complexity and task modality on learners’ topic and turn management
- Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
- Language pedagogies and late-life language learning proficiency
- The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
- Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
- Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
- Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
- Dynamic development of cohesive devices in English as a second language writing
- What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
- The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
- Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
- Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
- A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
- Fostering well-being in the university L2 classroom: the “I am an author” project
- How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
- Toward a better understanding of student engagement with peer feedback: a longitudinal study
- Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
- Are foreign language teaching enjoyment and motivation two sides of the same coin?
- Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies
Articles in the same Issue
- Frontmatter
- Editorial
- Broadening the appliability of systemic functional linguistics
- Research Articles
- Functional linguistics in life: an embodied approach in teacher education
- Teaching citation to university students
- Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
- System networks as a resource in L2 writing education
- Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
- Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
- Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
- Teaching mental processes to EFL learners: a blended-learning proposal
- SFL as a socially accountable praxis: who and what are we working for?
- Regular Articles
- The influence of task complexity and task modality on learners’ topic and turn management
- Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
- Language pedagogies and late-life language learning proficiency
- The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
- Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
- Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
- Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
- Dynamic development of cohesive devices in English as a second language writing
- What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
- The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
- Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
- Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
- A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
- Fostering well-being in the university L2 classroom: the “I am an author” project
- How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
- Toward a better understanding of student engagement with peer feedback: a longitudinal study
- Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
- Are foreign language teaching enjoyment and motivation two sides of the same coin?
- Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies