Presentation

Implications of English as a Lingua Franca for Pronunciation Teaching in Teacher Education

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Abstract

With the majority of conversations in English these days taking place in international settings, TESOL professionals have increasingly come to realize the importance of English as a Lingua Franca (ELF) communication for learners of English. Yet, it seems that the practices of English pronunciation teaching have still remained largely unaffected by these developments, with NS models prevailing in the majority of ESL/EFL teaching contexts while the implications of ELF for pronunciation often remain unconsidered. This paper suggests how pronunciation teaching in non-native speaker teacher education could be updated to equip future NNS teachers with the knowledge and skills necessary to make informed decisions for English pronunciation teaching in a globalized world. It is argued that this can best be achieved by a combination of pronunciation training, theoretical education, and critical reflection. Furthermore, teacher education should help NNS teachers to develop a positive professional identity as English pronunciation teachers, which might be achieved by educating NNS teachers about their status as legitimate NNS pronunciation models and their potential to teach English pronunciation effectively without speaking with a ‘native-like’ accent.

How to Cite:

Thir, V., (2014) “Implications of English as a Lingua Franca for Pronunciation Teaching in Teacher Education”, Pronunciation in Second Language Learning and Teaching Proceedings 6(1).