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- W4352992823 abstract "Multilingualism is increasingly becoming the norm among students and teachers in the field of Teaching English to Speakers of Other Languages (TESOL) around the globe. Yet, in pedagogies for language domains such as pronunciation, white monolingual native speaker ideologies persist, which view additional language (AL) learners as a deficient version of an idealized native speaker model. This native speakerism delegitimizes learners’ existing knowledges in their first and additional languages, disparaging students’ plurilingual competence by focusing on teaching students how to acquire a native speaker accent in the target language. To help combat this deficit-approach in TESOL, this chapter draws from plurilingualism as a theoretical-pedagogical framework for an action-oriented approach to AL teaching, learning, and assessment. Specifically, this chapter proposes how to utilize four plurilingual strategies—(a) translation-for-mediation, (b) cross-linguistic comparisons, (c) translanguaging for meaning-making, and (d) cross-cultural comparisons—at each stage of Celce-Murcia et al.’s (Teaching pronunciation: A course book and reference guide. Cambridge University Press, Cambridge, 2010) framework for teaching pronunciation: (1) description and analysis, (2) listening discrimination, (3) controlled/guided practice, and (4) communicative practice. The chapter puts forth recommendations for how TESOL practitioners can tailor these plurilingual strategies and pronunciation teaching framework to their own contexts and classroom needs, with an emphasis on how such a research-based and action-oriented approach can scaffold the teaching of intelligibility in AL English over promoting a native speaker accent." @default.
- W4352992823 created "2023-03-23" @default.
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- W4352992823 date "2023-01-01" @default.
- W4352992823 modified "2023-09-30" @default.
- W4352992823 title "Plurilingual Strategies for Teaching Pronunciation in TESOL: A Research-Based and Action-Oriented Approach" @default.
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- W4352992823 doi "https://doi.org/10.1007/978-981-19-9350-3_4" @default.
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