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How to identify pronunciation priorities in the multilingual classroom

Workshop at IATEFL PronSIG Pre-Conference Event, April 2015
by

ELF Pron

on 5 April 2015

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Transcript of How to identify pronunciation priorities in the multilingual classroom

1. Prepare the activity
2. Conduct the activity
3. Analysis & feedback
1. Profile your students
EFL? ELF? ESOL?
2. Piecing the puzzle together
3. Syllabus genesis
PRIORITIES
How to identify pronunciation priorities in the multilingual classroom
THANK YOU!
Laura Patsko elfpron.wordpress.com @ELF_pron
How many different L1s?
likely areas of ease?
likely areas of difficulty?
how much overlap between the various L1s?
What do
you
know about these L1 backgrounds?
Similar language families?
What do
the students
know about these L1 backgrounds?
how much relevant content in the course materials?
A worked example:
French, Italian, Turkish & Japanese
select sentences (1 per student)
print tables for students to complete (1 row per student, minus 1)
type the sentences out and print 2 copies
cut one copy into separate sentences to give to the students
explain the purpose and what will happen next
let students prepare
give them an example
each student reads his/her sentence twice
the other students write what they hear
don't intervene or correct them
compare your notes with your predicted syllabus content
take your own notes
compare what each student wrote for student X, student Y, etc.
prepare brief feedback notes for each student (on their productive AND receptive performance)
refine your syllabus
ANTICIPATE
OBSERVE
Laura Patsko
elfpron.wordpress.com
@ELF_pron
@lauraahaha
Common needs (
all
students):
Common needs (
most
students):
+ individual needs
aspirated /p t k/
velar nasal /ŋ/
word-final consonants (esp. voiced)
long vowels before voiced consonants
consonants: /t/ /s/ /w/ & clusters
open-mid central vowel /ɜː/
long-short vowel contrasts
placement of nuclear stress
Common needs:
Individual needs:
aspirated /p t k/
velar nasal /ŋ/
word-final consonants
long vowels before voiced consonants
consonants: /t/ /s/ /w/ & clusters
open-mid central vowel /ɜː/
long-short vowel contrasts
placement of nuclear stress
/v/ and /w/
consonant clusters
long-short vowel contrasts
Full transcript