I'm giving a talk at the AAAL Conference and then two more at the TESOL Convention in Atlanta next month. Below are the titles and abstracts of my upcoming presentations. For more details see the TESOL convention agenda and/or the AAAL conference schedule. Stop by and say hi if you're in Atlanta!
An Exploration of the Longitudinal Process of Learning to Teach English Pronunciation
Sunday, March 10, 2019: 10:10-10:30
Research has demonstrated the positive impact of second language teacher education (SLTE) on student teachers’ beliefs and knowledge (e.g., cognitions) about pronunciation teaching and learning (e.g., Authors, 2017). However, few longitudinal studies have examined the development of teaching competence with second language (L2) teachers’ graduate education (e.g., Gu, 2013; Mattheoudakis, 2007), and none have focussed on L2 teachers’ pronunciation teaching competence.
The present paper aims to address this issue by investigating the development of four L2 instructors’ cognitions and practices over a period of five years. The study consisted of three phases. The first took place during the participants’ graduate course on pronunciation pedagogy in 2013. The second was completed in 2017 and involved narrative frames (Barkhuizen, 2015) to elicit the teachers’ self-reported cognitions and practices at the end of their novice teacher stage. In the third phase, carried out in 2018, semi-structured interviews, observations, and student questionnaires were triangulated to elicit participants’ current pronunciation teaching competence. All of the data were collated and participant profiles were created for each phase. Comparing these different profiles enabled the researchers to obtain an in-depth understanding of the longitudinal process of learning to teach English pronunciation.
Findings revealed a notable spike in cognition about pronunciation at the end of the four participants’ graduate studies. This spike then tapered off as participants began to teach; nonetheless, a gradual improvement in all teachers’ pronunciation teaching competence was evident over the 5-year period. The data also demonstrated that learning to teach pronunciation not only entails an individual and complex trajectory due to various factors limiting and/or enhancing teachers’ implementation of knowledge acquired during graduate school, but that these factors also influence practitioners’ selection of techniques to meet their learners’ specific pronunciation needs. The session concludes with a brief discussion of implications for SLTE.
Pronunciation Teacher Education: Developing a Rubric to Track Teacher Learning
Thursday, March 14, 2019: 13:00-13:45
Based on research from an innovative four-year longitudinal study, this presentation showcases the development of a rubric used to track the progression of teachers learning to teach pronunciation. Following a presentation of the overall study and the subsequent design of the rubric, implications for language teacher education are discussed.
Essentials of Haptic Pronunciation Teaching
Thursday, March 14, 2019: 14:00-15:45
This workshop presents a set of haptic (movement + touch)-based instructional techniques for presenting and correcting English L2 pronunciation, applicable for intermediate English language learners and above. Guided by recent research on kinesthetic approaches to L2 pronunciation instruction, participants will leave prepared to use the instructional techniques in their classrooms.
I am a Lecturer in TESOL at the University of Wollongong in Australia. This blog is a reflection of my journey as a researcher, L2 teacher educator, and language teacher.