Voice and Mirroring in L2 Pronunciation Instruction
Darren LaScotte [+–]
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
Colleen Meyers [+–]
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
Elaine Tarone [+–]
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Voice and Mirroring in L2 Pronunciation Instruction presents an approach to teaching pronunciation which aims for learners to internalize the “voices” (complexes of linguistic and non-linguistic features that embody particular speakers’ emotion, social stance, and group identification) of proficient speakers of the second language (L2). Beginning with a review of “bottom-up” and “top-down” approaches to second language acquisition (SLA) research and pronunciation teaching, the authors present previously published and new findings in interlanguage phonology and variationist approaches to SLA showing the powerful impact of sociolinguistic context on L2 pronunciation. On the basis of this review, the authors argue that a top-down approach which begins with social context is preferable in both the research and teaching of L2 pronunciation. They highlight the Mirroring Project as one such approach that includes the social factors impacting L2 pronunciation, such as interlocutor, empathy, and nonverbal elements. With accompanying instructional activities that have been used in a variety of teaching and learning settings in the U.S., the authors demonstrate how this project can help language learners modify their L2 pronunciation patterns and improve their intelligibility as they internalize and channel the voices of speakers they have selected as models.
The audience for the volume includes language teachers, particularly those desiring to use top-down pedagogical approaches like the Mirroring Project to improve learners’ intelligibility, and academic researchers interested in studying the way adults can acquire second language phonology by holistically adopting and channeling the voices of speakers they admire. The book is also of potential interest to language teacher educators, curriculum developers, and textbook writers.
Table of Contents
Prelims
Birkbeck University of London
Martha C Pennington is a Research Fellow in Applied Linguistics and Communication at Birkbeck University of London. She holds a PhD in Linguistics from the University of Pennsylvania, where she became a tenured Lecturer teaching English to international students while completing her degree. She has also held Professorial and administrative posts at the University of California at Santa Barbara, the University of Hawaii at Manoa, the City University of Hong Kong, the University of Bedfordshire, Elizabethtown College, and the School for African and Oriental Studies of the University of London. She previously edited a column for Gendai Eigo Kyoiku (Modern English Teaching) and was editor-in-chief of Writing & Pedagogy. She is currently editor of the book series Innovation and Leadership in English Language Teaching (Brill, formerly Elsevier), Frameworks for Writing (Equinox), and Applied Phonology and Pronunciation Teaching (Equinox). Pennington’s books on pronunciation are Phonology in English Language Teaching: An International Approach(Longman), Phonology in Context (Palgrave Macmillan), and (with P Rogerson-Revell) English Pronunciation Teaching and Research: Contemporary Perspectives (Palgrave Macmillan). She has published articles on the teaching of pronunciation in edited collections and in TESOL Quarterly, The Modern Language Journal, and RELC Journal, and has guest-edited a special issue (52.1) of RELC Journal on Pronunciation Teaching.
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Chapter 1
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Because pronunciation expresses a speaker’s identity, group membership and loyalty, a top-down pedagogy for teaching L2 pronunciation is preferable to the more form-oriented bottom-up approach. Chapter 1 introduces these approaches, as well as key terminology: pronunciation, phonology, segments, suprasegmentals, prosody, rhythm, IL phonology, understandability, intelligibility, and comprehensibility.
Chapter 2
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Chapter 2 reviews the dominance of a bottom-up approach to research on L2 pronunciation that predominated in the second half of the 20 th century. It was structuralist and oriented to segmental analysis, prioritized native-speaker accent, and minimized social factors in speaking. An early exception was instruction for International Teaching Assistants (ITAs).
Chapter 3
Top-Down Research on Interlanguage Phonology [+–] 28-44
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
The top-down orientation to research and teaching of IL phonology is reviewed in Chapter 3. “Native accent” as a focus is replaced by two goals: intelligibility and an accent that expresses an L2 learner’s identity. Supporting research shows interrelationships between pronunciation and prosodic features, non-verbal communication, and pragmatics, all tied to social context.
Chapter 4
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Chapter 4 reviews variationist research documenting the sensitivity of pronunciation to sociolinguistic variables like interlocutor. Sociocultural research shows that L2 learners don’t internalize raw forms, but rather “voices” which imbue forms with elements of the original social context and are expressed in language play and double-voicing. Pedagogical implications are explored.
Chapter 5
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Chapter 5 presents a guide with 5 recommendations for top-down L2 pronunciation instruction. It uses that guide to evaluate teaching materials and methods, with a detailed description, evaluation, and comparison of such methods as tracking, shadowing, role play, and other drama techniques. The Mirroring Project is briefly introduced.
Chapter 6
The Mirroring Project [+–] 92-132
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Detailed information is provided in Chapter 6 on how teachers can implement the Mirroring Project as a top-down approach. Longitudinal case studies are presented of two ITAs, showing how different learning needs were met using Mirroring. The learners were empowered, developing their own unique stances and voices, and improved their intelligibility and delivery.
Chapter 7
Conclusion [+–] 133-136
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Chapter 7 summarizes the research-based case presented for prioritizing intelligibility and stance as important goals in the learning and teaching of L2 pronunciation. Top-down approaches to pronunciation should be an essential part of L2 pedagogy. We hope teachers reading this book will undertake Mirroring Projects with their own group of students.
End Matter
References 137-151
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Author Index 167-170
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
Subject Index 171-175
University of Minnesota
Darren LaScotte is a Teaching Specialist in the Minnesota English Language Program at the University of Minnesota. Over the last decade, his scholarship has focused on second language acquisition and use, and on the resulting implications for teaching and learning.
University of Minnesota
Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she consulted with international teaching assistants and faculty members. She has presented workshops at TESOL, PSLLT, and AAAL, and she was awarded a Fulbright to do teacher training in Turkey. In addition to co-authoring several pronunciation textbooks, Colleen wrote the segment on “Mirroring” for the “Pronunciation for Teachers” website (pronunciationforteachers.com).
University of Minnesota
Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.
ISBN-13 (Hardback)
9781800502772
Price (Hardback)
£75.00 / $100.00
ISBN-13 (Paperback)
9781800502789
Price (Paperback)
£24.95 / $32.00
ISBN (eBook)
9781800502796
Price (eBook)
Individual
£24.95 / $32.00
Institutional
£75.00 / $100.00
£24.95 / $32.00
Institutional
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Publication
27/03/2023
Pages
188
Size
234 x 156mm
Readership
scholars and teachers
Illustration
22 figures
