Acceso usuarios
Lianjiang Jiang, Jun Zhong
Despite the increasing prevalence of intercultural communication around the globe, the practice that views the language and pronunciation of native speakers as the linguistic standard remains deeply entrenched, leading to a range of undesired impacts on the identity and motivation of learners of English as a second/foreign language (ESL/EFL) (De Costa, 2016; De Costa and Crowther, 2018). As ESL/EFL speakers, rather than those who use English as a first language (L1), have become the overwhelmingly majority in contemporary English communication, how to account for the emergence of new English varieties in pronunciation pedagogies is becoming a pressing issue. This book offers a timely response. Grounded in the global Englishes paradigm, this book proposes a Teaching Pronunciation for Intercultural Communication (ToPIC) model, which is underpinned by three overarching tenets, that is, revisiting teaching contexts, models, and norms, raising teachers’ and students’ language awareness, and reinforcing accent exposure and fostering communication strategy. Aligning with culturally sustaining (Alim and Paris, 2017) and translanguaging (García and Li, 2014) pedagogies that honor ESL/EFL learners’ multilingual repertories, the ToPIC model contributes to pronunciation teaching by promoting an interculturally responsive language pedagogy.
