Inspiring and encouraging conclusion: “…hope to see all teachers valued for their professionalism and ability, regardless of their first language. I also hope conference organizers will offer more plenaries and keynote talks to non-native speakers and to that other underrepresented majority: women.” (JJ Wilson, 2016)
Source: A Wish List for the New Year
Intonation is one of the earliest acquired aspects of speech; the crymelodies of infants are influenced by the intonation of their mothers, and very small toddlers are able to use intonation to indicate turntaking patterns in play conversations before they can form words. It plays a vital role in successful communication in English, as it does in other languages. If this is true, why is intonation neglected in English language pronunciation teaching, and how can it be taught effectively? This presentation takes the audience into the seldom-navigated region of intonation in English language teaching, focusing on the role of three main elements: tonality, tonicity, and tone. Drawing on material from a number of different sources, we explore the role of intonation in English and look at which elements are teachable, which are learnable, what resources are available to the teacher and the learner, and how intonation might be approached in the English language classroom and as a self-access learning activity. Expect a multimedia, audience participation experience.
Jane Setter is Professor of Phonetics at the University of Reading, UK, Secretary of the British Association of Academic Phoneticians, and a Senior Fellow of the UK Higher Education Academy, which is a mark of teaching excellence. She has taught in Japan, Hong Kong and Germany as well as the UK, and has published on English pronunciation, aspects of Hong Kong and Singapore English phonology, and intonation among children with speech and language deficits. She is probably best known as co-editor of Daniel Jones’s Cambridge English Pronouncing Dictionary (CUP: 18th edition, 2011), which is celebrating its 100th anniversary in 2017. She is also a regular contributor to University College London’s annual Summer Course in English Phonetics, and – in her spare time – a rock singer. You can find her on YouTube, follow her on Twitter (@JaneSetter), or read her blog (www.aworldofenglishes.blogspot.co.uk).
Competency-Based Language Teaching (CBLT) focuses on what “learners are expected to do with the language” (Richards & Rodgers, 2001, p.141). This approach emerged in the United States in the 1970s and can be described as “defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of study” (Richards & Rodgers, 2001, p.141).
Competency-based Language Teaching – Teflpedia. (2017). Teflpedia.com. Retrieved 10 March 2017, from http://teflpedia.com/Competency-based_Language_Teaching
As Clare Maas points out, “…language is taught as a function of communicating about concrete tasks; learners are taught the language forms/skills they will need to use in various situations in which they will need to function.”
This post’s a long time coming but here are some upcoming webinars. Lesson ideas & activities A Framework for Communicative Speaking | Tony Prince | Oxford | May 25 & 26, 1000 & …
Source: Upcoming webinars for educators | June – August 2016
#NNEST employment discrimination remains one of the most neglected of all issues for those working in developing countries. “Most job advertisements for English language teachers discriminate against candidates with particular backgrounds.” Fortunately, research interest on discriminatory issues are actually growning, therefore “NNESTs are also perceived to be better role models in the learning of English as they have already been through the process of learning English themselves: they are more familiar with the needs of learning the language.” (Ahmar Mahboob, 2013) #TEA
Read the full post here: Talk to the expert