Discourse Prosody and Teachers' Stated Beliefs and Practices

Feature Articles

Discourse Prosody andTeachersrsquo Stated Beliefs

and Practices

AMANDA ANN BAKERGeorgia State University

Over the past few decades research has demonstrated theimportant role that prosody (ie stress rhythm intonation)plays in the intelligibility of speakers of English as a secondlanguage (ESL) Yet the impact of this research on teachercognitionmdashthe beliefs and knowledge that teachers possess inrelation to their classroom practicesmdashhas received limitedattention This article explores how research into Englishprosody has influenced pronunciation instruction in the ESLclassroom teachersrsquo knowledge and beliefs about this instruc-tion and what teachers believe to be the most effective way toimprove their knowledge base in this area In particular theopinions of teachers of beginning intermediate and advancedclasses are investigated Through semistructured interviews withfive instructors and the pronunciation journal of the author theseissues are examined Results show that research into Englishpronunciation has clearly influenced the teaching and prioritiza-tion of features of pronunciation for instructors with graduateeducation that has included a course dedicated to pronunciationor pronunciation pedagogy However even with this educationteachers may lack confidence in teaching different aspects ofpronunciationdoi 105054tj2011259955

Language teaching is a complex system with the avowedpurpose of ultimately producing intelligible speakers and writers ofthe language The issue of intelligibility is one that has receivedconsiderable attention over the past few decades not only inresponse to the emergence of English as an international language(EIL Jenkins 2000 McKay 2002) but in English as a secondlanguage (ESL) contexts as well (Derwing amp Munro 1997 Field

TESOL Journal 23 September 2011 263

2005 Munro amp Derwing 1995) As the use of English expandsglobally simultaneously displaying a rising number of recognizeddialects or varieties of world Englishes the goal of promotingmutual comprehensibility among interlocutors has become in-creasingly more important and more challenging Even in inner-circle countries where English is spoken as a first language by themajority of the population the goal to enable nonnative Englishspeakers to successfully communicate with native speakers andother nonnative speakers has taken primary importance in manyEnglish language institutions

One point of interest in this area lies in the teaching of pronunciationIn order to facilitate efficient and effective communication questionsarise as to which elements of the spoken language are the most essentialto teach and which have the greatest impact on intelligibility Earlierdirectives in second language education placed heavy emphasis whenaddressed at all on the teaching of segmentals the units of speechrepresenting basic sounds of language such as consonants and vowels(Chun 2002) The past three decades however have demonstrated anoticeable shift toward suprasegmentals as the key components of in-telligibility enhancement and thus pronunciation instruction parti-cularly in ESL contexts Suprasegmentals commonly referred to asprosody (Wennerstrom 2001) or discourse intonation (Brazil 1997 Chun2002) comprise several features (ie rhythm intonation stress) thatwork in unison with elements at the segmental level Together theseaspects of prosody create an overlay of emotion attitude and intentionin spoken discourse In ESL contexts where nonnative speakers need tocommunicate daily with native speakers prosody becomes especiallyimportant in conveying and understanding nuances of meaning that arefrequently interwoven into the speech of native speakers

This article begins with a review of research promotingdiscourse prosody as a major contributing factor in intelligiblespeech After briefly examining several studies of prosodic versussegmental instruction in the ESL classroom the remainder of theliterature review looks at the potential impact of prosodic researchon the second language classroom and on teacher cognition Herethe term teacher cognition refers to lsquolsquowhat teachers think know and

264 TESOL Journal

believe and the relationships of these mental constructs to whatteachers do in the language teaching classroomrsquorsquo (Borg 2003b p 81)Based on this review a study probing the degree to which prosody-oriented research has affected teachersrsquo thoughts and beliefs and theprioritization of pronunciation instruction in the ESL classroom ispresented and explored

IMPORTANCE OF DISCOURSE PROSODY INPRONUNCIATION INSTRUCTIONAccording to systemic functional linguistics within any utterancethree interconnected elements of the same circle combine to createsemantic meaning ideational interpersonal and textual (Hallidayamp Hasan 1976 Halliday amp Matthiessen 2004) Whereas the first tworelate to propositional content and social functions of languagerespectively the textual addresses how cohesion and coherence aremaintained in a given text This textual metafunction of language isintegral to the formation of semantic meaning in any chunk ofdiscourse whether written or spoken In speech textual meaning isfrequently formed through tone groups which serve as strongcohesive units within and between utterances Tone units representbundles of prosodic features (stress pitch movement pausing etc)that provide organizational structure to the entire spoken textHalliday and Hasan posit that tone units transcend grammaticalstructures and may embody either information units which dis-tinguish between new (stressed) and given (unstressed) informationor cohesive units which may associate lsquolsquoone element in a text toanotherrsquorsquo (p 27)

This relationship between textual meaning and the tone unitillustrates much of the justification for emphasizing prosody inpronunciation instruction Numerous journal articles promoting therole of prosody have been written based on (1) the theory ofsentence stress falling on the one tonic syllablemdashthe syllable re-ceiving the most prominence in a tonic group (Brazil 1997)mdashand (2)the tendency for tonic syllables to appear in words presenting newas opposed to previously mentioned or mutually understoodinformation The importance of sentence stress and other featuresincluded in tone units such as pitch movement and pausing hasformed the basis of a large body of literature from the 1980s to the

Prosody and Teachersrsquo Beliefs and Practices 265

present especially in their highlighting of the connection ofsentence stress to the achievement of increased levels of intelli-gibility in speakers (Acton 2001 Gilbert 1994 Levis 2001)

Despite this view of prosodic elements as central to establishingcomprehensibility concerns have been raised Coming from an EILperspective focusing on nonnative speaker (NNS) interactions withother nonnative speakers Jenkins (2000 2002) challenges theemphasis on suprasegmentals arguing that these theories are basedon assumptions about English and that insufficient research hasbeen conducted to support these claims Her proposal for a LinguaFranca Core reflects this position The Lingua Franca Core presentsseveral phonological features of English that according to Jenkinsshould be made universal across the varieties of English in order tomaintain intelligibility from one form of English to another Thesecore features however comprise mainly segmental units with theexception of sentence stress

In North America outside the target area of Jenkinsrsquos modelseveral studies have been carried out investigating the role ofdiscourse prosody on the intelligibility of ESL learners from theperspective of native speaker (NS) listeners Following closely themodel of cohesion outlined by Halliday and Hasan (1976)Wennerstrom (1998) examined how intonation contributed tocohesion in the academic discourse of a group of 18 Mandarinspeakers working as international teaching assistants (ITAs) at aUS university Her findings reveal a positive correlation betweenintonation and scores on a global language test In additionPickering (2001) investigated the effect of tone or pitch movement inthe intelligibility of six ITAs from mainland China teaching in a USuniversity The results indicate that atypical tone choices negativelyaffected student ability to understand the ITAs In fact Pickeringargues that these choices may have increased lsquolsquothe distance betweenthe speaker and the hearer and may be interpreted by the studentsas disinterest and lack of involvement on the part of the ITArsquorsquo(p 251) Hahn (2004) found similar results in the case of a KoreanITArsquos placement of sentence stress Finally Derwing Munro andWiebe (1998) conducted a study on the impact of different types ofpronunciation instruction on the speech of English learners in aCanadian ESL program and found that students who received

266 TESOL Journal

instruction on general speaking habits and prosodic featuresexhibited considerable improvement in both comprehensibility andfluency in extemporaneous narrative descriptions whereas theother experimental group and the control group did not

PRONUNCIATION PEDAGOGY CLASSROOMS ANDTEACHER COGNITIONThe question remains about the degree to which this research hasimpacted the field of ESL education and teacher cognition that isteachersrsquo beliefs and knowledge in relation to their teachingpractices In two reviews of teacher cognition and language teachereducation Borg (2003b 2006) found that to date only two mainareas of second language instruction have been explored in relationto teacher cognition grammar teaching (eg Borg 2003a Farrell ampLim 2005 Phipps amp Borg 2009) and literacy instruction (eg Diab2005 Lucas Loo amp McDonald 2005) Only a few studies have atleast partially explored aspects of teacher cognition in the area ofpronunciation instruction Related to teachersrsquo knowledge aboutpronunciation Murphy (1997) found that most MA TESOLprograms in the United States require at least one phonology-oriented course in which segmental and suprasegmental features ofthe language are emphasized along with knowledge of at least onephonetic transcription system However these courses seemed topay considerably less attention to pronunciation pedagogy than todescriptions of phonological features thus suggesting that teacherknowledge of how to actually teach pronunciation to ESL studentsmay be limited Furthermore Breitkreutz Derwing and Rossiter(2001) found that teachers in a majority of ESL programs in Canadaconsidered teaching pronunciation to be important but they rarelyhad specific training in how to teach it Based on the results of thesetwo studies it is difficult to determine whether research advocatinggreater emphasis on prosodic elements has impacted the ESLclassroom and teacher cognition

In addition to studies concerning teachersrsquo possible knowledge(or lack thereof) in the area of how to teach pronunciation a few otherresearch endeavors have explored teachersrsquo beliefs about teachingthis particular skill In English as a foreign language (EFL) and EILcontexts research has shown that many teachers tend to prioritize


pronunciation and grammatical accuracy fluency and comprehensi-bility when assessing studentsrsquo oral productions (Cohen amp Fass2001) and to emphasize NS norms and speech models in theirclassrooms (Jenkins 2005 2007 Sifakis amp Sougari 2005) even if atleast in theory they would prefer to use EIL models (Jenkins 2007)In ESL contexts however even less research has been conducted onteachersrsquo beliefs about teaching pronunciation One study byMacdonald (2002) investigated the perceptions of eight ESL teachersin Australia who indicated in a questionnaire a reluctance to teachpronunciation and found that this reluctance may have resultedfrom inadequate language center policies and curricula objectives aswell as insufficient personal knowledge about how to appropriatelyassess studentsrsquo pronunciation As this limited amount of researchshows considerably more research is needed in the area of pronun-ciation pedagogy and teacher cognition in order to provide a more in-depth picture of what is happening in the classroom with thisparticular skill areamdashan area that is frequently neglected in teachertraining programs (Breitkreutz et al 2001 Derwing amp Munro 2005)and in classroom-based research

RESEARCH GOALSThe research discussed in the literature review focuses on the role ofdiscourse prosody in pronunciation teaching and on teachersrsquobeliefs and knowledge about teaching pronunciation Based on thisresearch the purpose of this study was to determine how teachersprioritize the teaching of pronunciation in their classrooms and toexplore what factors might influence these decisions Throughattempting to answer these questions the goal is to

N determine how research into discourse prosody has impacted pronunciationinstruction

N gain greater insight into teachersrsquo cognitions on pronunciation instructionand

N identify teachersrsquo perceived needs for future research and their preferredways to access that research

METHODOLOGYThis study employed two qualitative methods to explore therelationship between teacher cognition and pronunciation

268 TESOL Journal

instruction Because the literature review has revealed that littleresearch has been conducted in the area of teacher cognition andpronunciation instruction the decision to use qualitative researchwas based in part on the goal to provide an initial starting placefrom which to pursue future research in this area by investigatingthe perceptions of a small number of teachers The first qualitativemethod involved semistructured interviews with five ESL instruc-tors the second involved examining entries from my ownpronunciation teaching journal

Interviews

For the interviews a list of 32 questions (see Appendix) was firstconstructed drawing on relevant questions raised in or used byBreitkreutz et al (2001) Burgess and Spencer (2000) and Murphy(1997) In addition further questions were added based on my ownexperience teaching pronunciation to ESL learners The questionswere categorized according to education background teachingbackground pronunciation instruction and teachersrsquo future needsThe interviews were recorded using a digital recorder and werelater transcribed verbatim

In total five teachers were chosen from advanced intermediateand beginning levels of ESL instruction in a diverse English pro-gram The decision to select these particular teachers was based ontheir current positions as ESL instructors at those levels For eachlevel of instruction two participants were selected except in thecase of the beginning level Only one candidate was included fromthe beginning level because my position at that time as a teacher ofthat language level was considered sufficient to fulfill the role of thesecond informant Table 1 presents the educational background ofeach participant the names of all participants except for mine arepseudonyms Table 2 illustrates the past and current teachingbackgrounds of each participant

The diversity of their teaching situations helps to achieve whatLincoln and Guba (1984) refer to as maximum variation samplingwhich serves to lsquolsquodocument unique variations that have emerged inadapting to different conditionsrsquorsquo (p 102) Furthermore for eachpair of instructors teaching the same level of ESL neither instructorworked at the same institution which helps to possibly produce an


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270 TESOL Journal

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272 TESOL Journal

even greater range of unique teaching situations and experiencesThis purposive sample which can only be achieved through someprior interaction with each participant enables researchers to selectinformants according to whether they possess certain characteristics(Silverman 2006) such as in the case of the current study whetherthey teach pronunciation to a specific level of ESL learner Theparticipants in this study therefore comprise a purposive samplewith maximum variation

Pronunciation Journal

This second methodology involved analyzing a pronunciation-dedicated journal that I kept throughout the semester detailing allof the pronunciation activities I pursued with students as well asmy thoughts on how well these activities did or did not work withthem At the end of each week I recorded one of these reports in mywritten electronic journal This journal also served as a report on anew system for teaching pronunciation that I was trialing with low-level students the Acton Multiple-modality Pronunciation andIntelligibility SystemsndashEnglish Pronunciation (AMPS-EP) Thissystem is currently being developed by William Acton (2007) whodescribes it as lsquolsquoa unique multi-sensory system for pronunciationinstruction It is lsquohapticrsquo in that extensive systematic use is made oftouch and movement (the haptic sense) while teaching the soundsystem of the languagersquorsquo and it engages the visual auditory kin-esthetic and tactile modalities AMPS-EP represented an integralcomponent of my oral fluency class for ESL students at the low-beginning level and thus was discussed throughout mypronunciation teaching journal It is also important to note here thatthe semester in which I wrote this journal was my first attempt atusing AMPS-EP and that I was essentially learning the system as Itaught it The journal provided a detailed description of my expe-rience using this system to teach pronunciation my reflections onhow effectively I was able to use the system and my perception ofhow well students learned English pronunciation with the haptictechniques

After completion of the pronunciation journal and the inter-views I coded the interview transcripts and the pronunciationjournal according to the themes encompassed by the three main


objectives of the study the impact of discourse prosody research onpronunciation instruction teacher cognition and pronunciationinstruction and teachersrsquo future needs

RESULTS AND DISCUSSIONThe results are discussed in relation to the three main objectives ofthe study using examples from the interview data and pronunci-ation journal to support research findings

Impact of Research on Pronunciation Instruction

When examining the data for how research on discourse prosodymight influence the teachersrsquo professional development andclassroom practices several themes became apparent One of themain issues highlighted by the teachers was time Time constraintsgreatly impacted all six teachers limiting the amount of extra-curricular reading they might pursue Aside from readings requiredfor graduate courses most of the informants rarely pursuedadditional pronunciation-related readings The main exception tothis was the occasional perusal of an issue of Essential Teacher ashighlighted by four of the informants Despite these timelimitations most instructors reacted favorably to reading articles onpronunciation On the topic of whether she would likely read anarticle on pronunciation if listed in the table of contents of a journalor magazine Tracy remarked

That I would probably be likely to read particularly in EssentialTeacher because a lot of the time they are classroom-orientedand when I was teaching Oral Fluency or Oral Communication alot then I was always looking for new ideas so yes

Although the issue of time is certainly not new to most languageteachers what teachers accomplish despite these limitations is ofinterest Five of the participants excluding Laurie generallyattended at least two TESOL-related conferences each year In factthese five instructors all expressed interest in attending workshopsexplicitly devoted to the enhancement of pronunciation instructionand they made an effort to attend those workshops when availableIn the case of Laurie however who had no formal or informaltraining in pronunciation instruction she had yet to attend any

274 TESOL Journal

TESOL-related conferences Regardless the likelihood of herattending these pronunciation sessions appeared minimal becauseat that time she seemed to lack any interest in reading aboutpronunciation-related issues in the journals she typically readWhen asked about the probability of her reading articles aboutpronunciation pedagogy she responded lsquolsquonot very likelyrsquorsquo Thisdisinterest on Lauriersquos part may at least to some degree beindicative of her lack of training in pronunciation teaching Despitecompleting a 30-credit-hour university TESOL certificate she neverreceived any training in English phonology or pronunciationmethodology In her interview she said that she had littleknowledge of prosodic elements of spoken discourse and that shedid not teach these language features due to her lack of training inthem Consequently when teaching pronunciation in her classesLaurie reported working only with segmentals most particularlyconsonants Her insufficient training in pronunciation pedagogythus exemplifies the findings of Breitkreutz et al (2001) thatinstructors may receive only occasional training in the teaching ofpronunciation

The other participants conversely tended to seek outpronunciation-oriented journal articles or look for pronunciationworkshops at conferences When available they typically foundsuch workshops or presentations useful One challenge experiencedby some instructors in relation to these sessions was the difficulty oftransforming theory into practice While participants in generalstated that they believed the information they gathered from thesevenues to be valuable some of them expressed their frustrationwith trying to convert that theory into classroom application Peterexplained

Last year they put me on the pronunciation-track [in terms of thecourses he was assigned to teach] so most of what I went to wasthat Very interesting It just kind of makes me think aboutthings I havenrsquot found that many things that I can take back andchange my practice You know I listened to [the conferencepresenter] and loved it but I donrsquot know what to do with it

Despite the challenges these language teachers encounteredwith respect to time constraints and transforming theoreticalknowledge into classroom practice most of them believed that they


were able to at least expand their pronunciation pedagogy knowl-edge base through these professional development pursuits

As with the conferences and journals the pronunciation-relatedcourses they had taken in their graduate programs also contributedsignificantly to the teachersrsquo work in the ESL classroom Severalparticipants mentioned that these courses had improved theirawareness of different pronunciation-related issues and providedcopious materials for use in the classroom even if the amount ofresources might be lsquolsquooverwhelmingrsquorsquo at times (as Peter mentioned)In fact Chris who particularly enjoyed the Applied Phonologycourse he had taken in his graduate program highlighted how hiscoursework had helped other teachers in his current teachingposition

[The course] helped inasmuch that I was able to teach moreexciting classes I was interested in doing it so the students likedit as well Especially the baton [a technique for teaching sentencestress] and that kind of stuff nobody does so even then otherteachers got kind of interested in it at that school There was onethe head teacher who is a really close friendmdashshe came in andwas just sitting in the room She thought lsquolsquoWhat are you doingrsquorsquoAnd sometimes she would pass our room and just stand thereand say lsquolsquoWhat are you guys doingrsquorsquo She was really interestedin what we were doing And she had been teaching pronuncia-tion for something like 20-something years So she was reallyexperienced but she had never seen anything like that So thatwas cool

In addition of those participants who had completed graduatecoursework all of them attributed a substantial degree of theirbeliefs and pedagogical practice with respect to pronunciationinstruction to their graduate education and the professors who hadtaught those courses Daniel who had more than 20 years ofteaching experience stated

Irsquove been teaching pronunciation all the time Irsquove been doingother things along with it but pronunciation is always in itsbroadest sensemdashsuprasegmentals rhythm stress and things likethatmdashhave always been at the center of what I do probablybecause of [a graduate course instructor] I suppose She hadsuch an impact on us Therersquos probably a dozen people who arepublishing but they all started because of [her]

276 TESOL Journal

Despite the years that have passed since this coursework thecontent of his graduate education has had a tremendous impact onthe cognition of these instructors and materials writers

Other participants exhibited similar beliefs to varying degreesFor Chris Daniel and me our choice to use the AMPS-EP system inour ESL classes reflected our graduate education In this systemprosody has a primary focus using a series of interrelated hand andbody techniques to teach rhythm focal stress intonation and pitchlevels which are intrinsically connected to word stress and thevowel matrix Alternatively the graduate education backgrounds ofboth Tracy and Peter seemed to illustrate more of a focus on acontinuum of segmental to prosodic features Tracy recounted thatshe felt as though they had lsquolsquostarted out with segmentals and thenworked toward prosody and suprasegmentalsrsquorsquo

Overall the training received by these five informantsdemonstrates how research into the importance of prosody hasimpacted some graduate education programs at least when thateducation includes a course dedicated to pronunciation or pronun-ciation pedagogy Based on statements made by Daniel Chris andme prosody seemed to have been clearly reinforced whereas forTracy and Peter an entire range of features may have received asimilar degree of focus however this apparent continuum seemedto illustrate an equality among elements and therefore placed theimportance of prosodic features alongside segmentals Thesevarious perspectives appear to demonstrate how research into theconnection between prosody and intelligibility has impacted somegraduate programs Because an educational concentration on seg-mentals never occurred in any of the educational backgrounds ofthese five informants (again excluding Laurie) segmentalslikewise did not seem to be overemphasized in their classes

Teacher Cognition and Pronunciation Instruction

One of the important facets in exploring how teacher cognitionfunctions in the language classroom is to investigate howinstructors prioritize elements of English pronunciation in theirteaching The views of each of the six informants are provided inTable 3 which displays both the first feature the participantsidentified as attributing greater emphasis to in their beginning


intermediate or advanced classrooms as well as other features towhich they felt they devoted almost the same amount of attentionIn part these priorities are the result of at least partially pre-determined pronunciation objectives for their respective coursesThe only exception to this was Laurie who reported creating herown curriculum and focusing solely on consonants Tracy explainedthat her intermediate curriculum had been developed by acommittee and established through the form of a required coursepack She commented that for this particular course there was aprimary focus on word stress as well as on sentence stress andreductions For Peterrsquos advanced course he mentioned how heworked through Linda Grantrsquos (2001) Well Said pronunciationcourse book and gave greater attention to word stress rhythmthought groups and intonation In addition both Peter and Tracynoted that they occasionally brought in supplementary materials forteaching pronunciation especially for features that were notcovered by the course pack or textbook in order to deal withspecific student needs For those of us (Daniel Chris me) using theAMPS-EP system the prioritization of features started with vowelsand word stress and then moved on to thought groups intonationsentence stress and finally to a limited degree consonants yet theprosodic features received the greatest emphasis for cultivatingfluent and intelligible speech One interesting point here is that eachof the three of us perceived a slightly different prioritization amongthe suprasegmentals with our particular groups of students eventhough we followed the same system for teaching pronunciation

TABLE 3 Prioritization of Pronunciation

Participant Priority Additional priorities mentioned

Laurie (B) Consonants noneAmanda (B) Sentence stress Thought groupsChris (I) Intonation RhythmTracy (I) Word stress Sentence stress reductionsPeter (A) Word stress Rhythm thought groups intonationDaniel (A) Rhythm Word and sentence stress intonation

Note B 5 beginning I 5 intermediate A 5 advanced

278 TESOL Journal

Examining these opinions by attempting to differentiate betweenthe levels of language learners taught by the six informants did notreveal noticeable patterns within a particular learner level whetherbeginning intermediate or advanced except for one point The fourintermediate and advanced teachers gave priority to prosodic featuresOverall however the priorities of these teachers as articulated in theinterviews seemed to reflect their educational backgrounds and trai-ning All informants who had received graduate-level education inTESOL applied linguistics or linguistics emphasized prosodic ele-ments in their classes regardless of the level they taught Lookingspecifically at the possible origin of their respective prioritization ofprosodic elements Peter and Tracyrsquos focus on word stress maydemonstrate that their graduate education may have emphasized thisfeature one whose importance is also highlighted in the work ofMurphy (2004) Murphy and Kandil (2004) and Benrabah (1997)Similarly for Daniel Chris and me our focus on elements of prosodyalso seemed to derive from our graduate education which reflectedresearch on the connection between discourse prosody and improvedintelligibility (Acton 2001 Gilbert 1987 Hahn 2004) In essence theprioritization of these elements of pronunciation demonstrates what thesix teachers might do in their language classrooms at least in respect tooverall pronunciation teaching or curriculum and from their perceptionof their own teaching situations

A deeper understanding of teacher cognition can also be reachedby exploring the teachersrsquo beliefs about the successes and challengesthey experienced when teaching pronunciation as well as theimpact they believed their teaching had on students One of thecommon themes among the informants was that of continuousstruggle Most of them showed uncertainty with how to bestapproach the teaching of pronunciation to ESL learners at all levelsThe one exception was Daniel who not only had more teachingexperience than other participants but also mentioned spending agreat deal of time specifically researching about and teachingpronunciation The other participantsrsquo confidence about teachingpronunciation was not as high In particular one point that came upin some of the interviews related to the difficulties some teachers


experienced in addressing pronunciation-oriented objectives intheir courses Tracy stated

Yeah thatrsquos one Irsquove kind of struggled with in that class because Ialways feel like the objectives arenrsquot exactly clear and thestudents at that level have a wide range of abilities inpronunciation and a wide range of areas that theyrsquore strongerat and weaker at that arenrsquot always addressed

Later her insecurity was further revealed when she wasquestioned about how she specifically prioritized the teaching ofpronunciation to intermediate-level students She respondedlsquolsquoYeah this is kind of a tricky onersquorsquo She also questioned her abilityto adequately deal with problems that students encounter that arenot addressed by the curriculum

This internal conflict was also highlighted by aspects of teachingpronunciation that the participants considered either difficult toteach or difficult to learn One of the first features that three of theteachers identified as problematic was vowels Both Tracy and Peterconsidered vowels either lsquolsquofunrsquorsquo or easy to teach but problematic forstudents to learn or change Chris alternatively found vowelslsquolsquopretty straightforwardrsquorsquo with the AMPS-EP system In myexperience with the AMPS-EP system and low-level students Iinitially found vowels challenging to teach but that was due inpart to the fact that I was learning the AMPS-EP techniques thenight or morning before teaching them to students Now that I haverehearsed these techniques extensively this issue would not neces-sarily be relevant to future classes I might teach In fact even in thatfirst lesson as I became more confident in demonstrating thetechniques I discovered that teaching vowels had become a mucheasier experience than in previous semesters or years without thesystem I wrote lsquolsquoHonestly I was a little surprised with how quicklythey picked up the vowels Irsquove previously had difficulty teaching tomy studentsrsquorsquo Of course this ability to produce a vowel correctlydid not necessarily mean that every student could hear the dif-ference between two vowels In Week 3 I noted

While doing a pair work activity one of the students(Vietnamese) needed help articulating the difference betweencity and CD I demonstrated the difference using AMPS-EP and

280 TESOL Journal

had her follow suit It was so easy and she differentiatedbetween the two on the first shot What was interesting was thatshe couldnrsquot hear the difference when I said it even with theAMPS-EP but when she used AMPS-EP she could clearlyarticulate the difference Yet she didnrsquot seem to believe it and hadto do it two more times Meanwhile I was just amazed at howeasy it was to get her to produce the two vowels correctly afteronly one try

Similar to other informants Daniel also considered vowels easyto teach overall although he noted that in the area of vowel qualitysetting he might encounter more difficulties with some learners

In terms of discourse prosody several features were identifiedas difficult to teach or to learn Overall Tracy found thatsuprasegmentals or lsquolsquoglobal aspects of pronunciation were moreproblematic than some of the microrsquorsquo elements of language such asphonemes In particular she considered vowel reduction in sen-tences as difficult to learn In comparison Peter believed intonationlinking and some of the consonants to be challenging to learn Withhis intermediate class Chris also perceived the teaching andlearning of intonation as similarly difficult but he commented thatdealing with diversity among learners was also particularlydemanding

The most difficult thing for me is that every learner is differentOften I have to say lsquolsquoI donrsquot know I need to get back to you nextweek next classrsquorsquo Therersquos so many different things and even myJapanese students they have different problems And so this isvery difficult for me as a teacher And also I did a needs analysisat that school I was in [in] Calgary And I was just sitting like weare now And I said lsquolsquoLetrsquos talk about thisrsquorsquo and I tried to identifysome of the problems It was just brutal I was totally over-whelmed and I just kept it really simple I couldnrsquot do it I triedbut

In my beginner class I found that having students switch fromproducing sentence stress in scripted dialogues to sentence stress inunscripted dialogues was difficult Using a baton technique (Acton2007) I had students make a downward motion with their baton oneach instance of sentence stress when they were talking to others intheir group however I found that the act of moving the baton onthe words with sentence stress coupled with the job of speaking


without a script proved to be very difficult for these low-levelstudents to maintain

The teachers considered several features of English pronunci-ation to be either easy for students to learn or easy for teachers toteach but the same opinions were not necessarily shared by all sixBoth Tracy and Peter identified word stress as easy to teach andeasy to learn Peter also identified thought groups sentence stressand pausing as relatively easy to teach I wrote in my pronunciationjournal that tactile and lsquolsquokinesthetic teaching [was] SOOO mucheasier to communicate to low-level studentsrsquorsquo A lot of the diffic-ulties that I had experienced in the past seemed to be overcome byfollowing the AMPS-EP system As a result teaching vowelssentence stress and intonation was easier for me that semester incomparison with previous semesters

Lauriersquos experience teaching pronunciation was considerablymore limited Because she only spent time dealing with problematicconsonants in her beginning class she found individual consonantseither easy or difficult to teach or for students to learn dependingon the consonant involved With her class of Spanish-speakingstudents she considered TH to be difficult for them to learn butother consonants such as V and B easier to teach and learn (Whendiscussing these sounds in the interview Laurie used their alphabetnames as opposed to their actual sounds)

In relation to teacher cognition my journal writing illustratedone particular point of interest Despite my belief that prosodicelements were essential to intelligibility the role of some segmen-tals was still crucial with lower-level students During the first 4ndash5weeks of the course I spent a considerable amount of time workingwith vowels and to a lesser degree word stress with theVietnamese Chinese Japanese Spanish and Turkish students inmy class before continuing on to thought groups rhythm sentencestress and intonation It is important to note that even after the firstfew weeks warm-up exercises with vowels continued throughoutthe course because they naturally played a significant role in AMPS-EP techniques to teach rhythm sentence stress intonation andprosodic discourse later on From this perspective both Laurie and Iemphasized that especially at the initial stages of English languagelearning we considered certain segmentals to be particularly

282 TESOL Journal

important However unlike with Lauriersquos beginning class I onlyaddressed problematic consonants near the end of the semester InLauriersquos class consonants seemed to be her primary focusthroughout the course

Teachersrsquo Future Needs

The final component of the interview process investigated whatteachers considered their perceived needs to be in terms ofdeveloping their pronunciation pedagogy knowledge base andaccessing that information The first question asked them todescribe what components of pronunciation should be given greateremphasis in MA TESOL programs conferences articles or othervenues Most of the instructors excluding Laurie believed thatprosodic elements should be given increased attention In Peterrsquosopinion suprasegmentals were key but especially from theperspective of how to teach prosodic features as parts of largerlessons as a whole or even how to teach these features at allWithout the time to devote an entire class period to the teaching ofone aspect of pronunciation he considered teaching these featuresto be unrealistic within such a truncated time span

Get them aware of [a prosodic element] if you have time for itItrsquos very difficult to have time to do a whole lesson Itrsquoll take awhole period Who has that I would say word stress isstraightforward Intonation I mean the really higher-levelinformation that [graduate course instructor] teaches aboutintonation is fascinating I donrsquot know how to get students thereSo I mean translating what theyrsquore doing into what can I do inthe classroom in a limited amount of time that would be reallyuseful If yoursquoll give me something I can do as a teacher isbasically it [what he needs] rsquocause the theory is fascinating butitrsquos hard to get to do it in the classroom

Tracy explained that more research should be conducted toinvestigate what students really need in order to communicate withnative speakers and other English learners in an ESL setting Shenoted that because students in her class were focused on matric-ulating into a university this means knowing how to enhance theirEnglish to the point where they can effectively communicate withlsquolsquoless forgiving native-speaking professors and students in their


classrsquorsquo As to pinpointing which aspects of English pronunciationshould be granted more attention Tracy was uncertain thusexemplifying her belief that additional research should beconducted in this area

I think a larger focus on more research I think that somestronger focus on what it means for students to understand eachother and be able to be understood by other speakers of Englishdepending on what context theyrsquore in

Tracy later expressed some frustration at the complexity ofEnglish pronunciation She argued that we need to start teachingabout lsquolsquohow unsimple [pronunciation] is Itrsquos huge and itrsquos verycomplicated and itrsquos very individualrsquorsquo in terms of the needs ofthe individual language learner Alternatively from Danielrsquosperspective the lsquolsquoperception of rhythmrsquorsquo and lsquolsquothe neurophysiologyof how pronunciation is integrated into speechrsquorsquo are elementsrequiring greater focus in TESOL-oriented programs He explainedthat we need to know where the different elements of pronunciationare centered in the brain and that we need to make sure thoselsquolsquocentersrsquorsquo are lsquolsquoconnectedrsquorsquo if we want to help students integratepronunciation skills learned in the classroom into their speechoutside of the classroom Overall when considering the opinions ofeach of these instructors an undercurrent of uncertainty or perhapseven lack of confidence in teaching different aspects of pronunci-ation becomes apparent The diversity of topics that each instructorwanted to see addressed in TESOL programs and the number ofquestions or concerns some of them had regarding the teaching ofpronunciation reveals their need for more information despite theirgraduate education and their teaching experience Indeed thesequestions further emphasize the complexity of Englishpronunciation and the extent to which teachers require furtherguidance in how to teach this skill area

Finally given the limited amount of time teachers have forextracurricular reading or research I asked the participants todiscuss the venue in which they would be most likely to devotetheir time to in order to learn about new research in the fieldespecially in relation to the aspects of pronunciation andpronunciation pedagogy they had previously identified as

284 TESOL Journal

important to learn more about Neither Tracy nor Chris was specificabout the format rather they were more interested in the contentFor them articles about teachersrsquo action research projects oranecdotal accounts of their teaching practices would be mostbeneficial Peter however had several thoughts about the bestformat for imparting future information on pronunciation instruc-tions to teachers Although he said that he would be unlikely toread research-based journals he stressed the importance of resourcebooks Resource books and occasionally some journal articleswhich espouse theory with immediate practical application wouldbe lsquolsquoextremely usefulrsquorsquo for him In addition Peter also highlightedthe potential for conference proceedings to be particularly valuableOne idea he wanted to see pursued was creation of conferenceproceedings for the international TESOL convention AlternativelyLaurie preferred seeing more activity books with accompanyinglesson plans and Daniel felt he would benefit more from acolloquium with lsquolsquopeople who are close to the same level ofawareness of engagement and knowledgersquorsquo Overall the instructorsoffered a diverse range of preferences but Daniel differed the mostPerhaps as a result of his more than 20 years of teaching experienceand his strong background in reading both theoretical andempirical research on pronunciation and pronunciation pedagogyhe expressed a preference for dialoguing with like-minded andwell-read colleagues In his desire for conversation he differed fromthe other comparatively less experienced teachers who seemed tobe more interested in reading about the research of others orlearning about specific techniques or activities for teachingpronunciation Nevertheless some or all of these ideas may helpfacilitate the distribution of new research and pedagogy to languageteachers

CONCLUSIONThe findings from this study suggest that research into Englishpronunciation has had a strong impact on teacher cognition andpedagogy for at least five of the six instructors The emphasis onteaching discourse prosody in both theoretical and applied researchhas certainly influenced the design of the curriculum used by most


instructors in this study thus reflecting the work of Acton (20012007) Levis (2001) Pickering (2001 2004) and others

Another finding central to this study is the constant struggle anduncertainty the instructors experienced although to varyingdegrees with how to effectively teach language learners to useEnglish phonology Some of the teachers seemed to face consid-erable challenges in figuring out how to transform research onEnglish prosody (or even segmentals) into their pedagogicalpractice They were aware of the issues considered important asindicated by research but systematic information on what to teachand how to teach it given time and curriculum constraints werenot yet readily available to them Questions arose as to how to teachfeatures that are difficult to teach and how to successfully teachones that are challenging for students to learn The teachers hadaccess to pronunciation techniques materials and activity or coursebooks but these resources did not seem to sufficiently address theproblem of how to teach these items systematically within lessonplans at least according to the views expressed by some of theinformants More research certainly seems to be required in the areaof pronunciation instruction

Furthermore participants offered several ideas for increasingteacher knowledge of pronunciation pedagogy Specializedcolloquia conference proceedings activity books or resources thatmore intricately mesh theory with pronunciation activities marksome of the initial thoughts suggested by participants for advancingteacher cognition and pronunciation pedagogy In particular twoinformants favored the idea of anthologies of action researchprojects whereas two others expressed a need for more resourceand activity books The more fine-tuned or targeted these platformsfor disseminating research or information become the more likelyinformation will be transferred to and used by teachers

Although this study is limited to providing only a glimpse intothe beliefs knowledge and reported practices of six teachers theirinsights nevertheless emphasize the need for further explorationinto teacher cognition and pronunciation instruction As Borg(2003b 2006) points out only the areas of general second languagepedagogy grammar teaching and literacy education have receivedsignificant attention in relation to teacher cognition Conversely

286 TESOL Journal

relationships between pronunciation education and teachercognition have remained noticeably devoid of research Further-more more research is needed on what experienced teachers arecurrently doing in their classrooms and what they find to beeffective ways for teaching pronunciation Using a journalapproach as I have to document their experiences in teachingpronunciation several teachers could work together to explore indetail their successful (or less than successful) experiences withpronunciation instruction From here more empirical investigationscould be conducted in ESL classrooms based on the preliminaryfindings of these collaborative teacher projects to determineeffective methods for teaching pronunciation in a systematic wayThe information gathered from this study therefore may serve as astarting point for more in-depth studies in this area This study hasinvestigated the reported cognitions of a range of instructors fromsomewhat diverse contexts and ESL learner levels Additionalresearch is required not only with larger groups of participants orparticipants from specific types of educational institutions but alsowith respect to the rapidly expanding contexts of EFL and EILsomething that this study has just barely scratched the surface of inthis relatively unexplored area of teacher cognition and the teachingof English pronunciation

ACKNOWLEDGMENTSFor their valuable feedback on earlier drafts of this article I wouldlike to thank Diane Belcher John Murphy and Joe Lee at GeorgiaState University and Bill Acton at Trinity Western Universitywhose recommendations helped to greatly enhance the final versionof this article I am also grateful for Margo Dellicarpini and twoanonymous reviewers for their insightful comments and sugges-tions

THE AUTHORAmanda Baker is a doctoral candidate in the Department ofApplied Linguistics and ESL at Georgia State University She is alsoan adjunct instructor in the MA in TESOL Program at TrinityWestern University in British Columbia Her research interests


include pronunciation pedagogy teacher education and classroom-based research

REFERENCESActon W (2001) FocalSpeak Integrating rhythm and stress in

speech-pronunciation In J Murphy amp P Byrd (Eds)Understanding the courses we teach Local perspectives on Englishlanguage teaching (pp 197ndash217) Ann Arbor University ofMichigan Press

Acton W (2007) Acton Multiple-modality Pronunciation andIntelligibility SystemsndashEnglish Pronunciation (AMPS-EP)Manuscript in preparation

Benrabah M (1997) Word-stress A source of unintelligibility inEnglish International Review of Applied Linguistics 35 157ndash165doi101515iral1997353157

Borg S (2003a) Teacher cognition in grammar teaching Aliterature review Language Awareness 12 96ndash108 doi10108009658410308667069

Borg S (2003b) Teacher cognition in language teaching A reviewof research on what language teachers think know believe anddo Language Teaching 36 81ndash109 doi101017S0261444803001903

Borg S (2006) Teacher cognition and language education Research andpractice London England Continuum

Brazil D (1997) The communicative value of intonation in EnglishCambridge England Cambridge University Press

Breitkreutz J Derwing T M amp Rossiter M J (2001)Pronunciation teaching practices in Canada TESL CanadaJournal 19(1) 51ndash61

Burgess J amp Spencer S (2000) Phonology and pronunciation inintegrated language teaching and teacher education System 28191ndash215 doi101016S0346-251X(00)00007-5

Chun D (2002) Discourse intonation L2 From theory and research topractice Philadelphia PA John Benjamins

Cohen A amp Fass L (2001) Oral language instruction Teacher andlearner beliefs and the reality in EFL classes at a Colombianuniversity Ikala Revista de Lenguaje y Cultura 6(11ndash12) 43ndash62

288 TESOL Journal

Derwing T M amp Munro M (1997) Accent intelligibility andcomprehensibility Evidence from four L1s Studies in SecondLanguage Acquisition 19 1ndash16 doi101017S0272263197001010

Derwing T M amp Munro M J (2005) Second language accent andpronunciation teaching A research-based approach TESOLQuarterly 39 379ndash397 doi1023073588486

Derwing T M Munro M J amp Wiebe G (1998) Evidence in favorof a broad framework for pronunciation instruction LanguageLearning 48 393ndash410 doi1011110023-833300047

Diab R L (2005) Teachersrsquo and studentsrsquo beliefs about respondingto ESL writing A case study TESL Canada Journal 23(1) 28ndash43

Farrell T S C amp Lim P C P (2005) Conceptions of grammarteaching A case study of teachersrsquo beliefs and classroompractices TESL-EJ 9(2) 1ndash13 Retrieved from httptesl-ejorg

Field J (2005) Intelligibility and the listener The role of lexicalstress TESOL Quarterly 39 399ndash423 doi1023073588487

Gilbert J B (1987) Pronunciation and listening comprehension InJ Morley (Ed) Current perspectives on pronunciation Practicesanchored in theory (pp 33ndash39) Washington DC TESOL

Gilbert J B (1994) Intonation A navigation guide for the listenerIn J Morley (Ed) Pronunciation pedagogy and theory New viewsnew directions (pp 36ndash48) Alexandria VA TESOL

Grant L (2001) Well said Pronunciation for clear communication (2nded) Boston MA Heinle amp Heinle

Hahn L D (2004) Primary stress and intelligibility Research tomotivate the teaching of suprasegmentals TESOL Quarterly 38201ndash223 doi1023073588378

Halliday M A K amp Hasan R (1976) Cohesion in English LondonEngland Longman

Halliday M A K amp Matthiessen C (2004) An introduction tofunctional grammar (3rd ed) London England Arnold

Jenkins J (2000) The phonology of English as an international languageOxford England Oxford University Press

Jenkins J (2002) A sociolinguistically based empirically researchedpronunciation syllabus for English as an international languageApplied Linguistics 23(1) 83ndash103 doi101093applin23183


Jenkins J (2005) Implementing an international approach toEnglish pronunciation The role of teacher attitudes and identityTESOL Quarterly 39 535ndash543 doi1023073588493

Jenkins J (2007) English as a lingua franca Attitude and identityOxford England Oxford University Press

Levis J M (2001) Teaching focus for conversational use ELTJournal 55(1) 47ndash54 doi101093elt55147

Lincoln Y S amp Guba E G (1984) Naturalistic inquiry LondonEngland Sage

Lucas N Loo S amp McDonald J (2005) Combining lsquolsquosubjectknowledgersquorsquo with lsquolsquohow to teachrsquorsquo An exploratory study of newinitial teacher education for teachers of adult literacy numeracyand English for speakers of other languages International Journalof Lifelong Education 24 337ndash350 doi10108002601370500169244

Macdonald S (2002) Pronunciation views and practices ofreluctant teachers Prospect 17(3) 3ndash18

McKay S L (2002) Teaching English as an international languageRethinking goals and approaches Oxford England OxfordUniversity Press

Munro M J amp Derwing T M (1995) Foreign accentcomprehensibility and intelligibility in the speech of secondlanguage learners Language Learning 45 73ndash97 doi101111j1467-17701995tb00963x

Murphy J (1997) Phonology courses offered by MATESOLprograms in the US TESOL Quarterly 31 741ndash764 doi1023073587758

Murphy J (2004) Attending to word-stress while learning newvocabulary English for Specific Purposes 23 67ndash83 doi101016S0889-4906(03)00019-X

Murphy J amp Kandil M (2004) Word-level stress patterns in theacademic word list System 32 61ndash74 doi101016jsystem200306001

Phipps S amp Borg S (2009) Exploring tensions between teachersrsquogrammar teaching beliefs and practices System 37 380ndash390doi101016jsystem200903002

290 TESOL Journal

Pickering L (2001) The role of tone choice in improving ITAcommunication in the classroom TESOL Quarterly 35 233ndash255doi1023073587647

Pickering L (2004) The structure and function of intonationalparagraphs in native and nonnative speaker instructionaldiscourse English for Specific Purposes 23(1) 19ndash43 doi101016S0889-4906(03)00020-6

Sifakis N C amp Sougari A-M (2005) Pronunciation issues and EILpedagogy in the periphery A survey of Greek state schoolteachersrsquo beliefs TESOL Quarterly 39 467ndash488 doi1023073588490

Silverman D (2006) Interpreting qualitative data (3rd ed) LondonEngland Sage

Wennerstrom A (1998) Intonation as cohesion in academicdiscourse A study of Chinese speakers of English Studies inSecond Language Acquisition 20(1) 1ndash25 doi101017S0272263198001016

Wennerstrom A (2001) The music of everyday speech Prosody anddiscourse analysis Oxford England Oxford University Press

APPENDIX INTERVIEW QUESTIONS

EDUCATION BACKGROUND

1 1 What is the highest level of TESOLApplied Linguistics education that youhave obtained

2 2 What year did you complete this degree3 3 Are you currently working on an additional degree4 4 What is your expected completion year5 5 Have you had formal training in the teaching of English pronunciation

Please describe6 6 How well do you feel this education has prepared you to teach

pronunciation in your classes7 7 What TESOL-related conferences do you usually attend8 8 How frequently do you attend pronunciation-related workshops or

presentations at conferences Do you find them useful9 9 Which TESOL-related journals magazines or newsletters do you voluntar-

ily read (aka ones which you read outside of course requirements)10 10 How likely are you to read pronunciation-related articles in these

resources


TEACHING BACKGROUND

1 11 How many years have you taught English as a Second Language (You mayinclude English as a Foreign Language experience here as well)

2 12 For how long have you been an ESLEFL teacher after receiving yourhighest obtained degree

3 13 What type of program do you currently teach in4 14 In total how many years have you taught pronunciation in your ESL classes5 15 What level of ESL students have you taught pronunciation to in the past

PRONUNCIATION INSTRUCTION

1 16 What type of course do you teach (Oral Fluency Oral Communication etc)2 17 How long have you taught this course3 18 Can you describe the overall class objectives and topics explored4 19 What percentage of your total course is devoted to pronunciation teaching5 20 What are your objectives in regards to teaching pronunciation at this level6 21 How do you prioritize the teaching of pronunciation in this course For

example do you think it is more important to teach segmentals(consonants vowels etc) or suprasegmentals (intonation stress rhythmetc) and in what order to you teach these elements

7 22 What informs this decision For example do you follow the syllabus as laidout in your textbook do you follow any particular research or do you basedecisions on your own teaching experience

8 23 What textbook do you use for this course9 24 When teaching pronunciation do you use a textbook or your own

materials Can you give a brief description of these materials10 25 What impact do you think this teaching has on studentsrsquo pronunciation11 26 How do you assess studentsrsquo obtainment of the pronunciation objectives

for this course12 27 What do you find difficult to teach13 28 What do you think students have difficulties learning14 29 What do you find easy to teach15 30 What do you think students find easy to learn

FUTURE NEEDS

1 31 Based on your experience in learning about and teaching Englishpronunciation to this level of ESL students what components ofpronunciation should be given greater emphasis in TESOL programs(whether MA TESOL degrees conference presentations etc)

2 32 Given the time limitations you experience as an ESL teacher what wouldbe your preferred format for receiving more information For examplenew course books journal articles association newsletters conferencepresentations new activity books theoretical books etc

292 TESOL Journal

2005 Munro amp Derwing 1995) As the use of English expandsglobally simultaneously displaying a rising number of recognizeddialects or varieties of world Englishes the goal of promotingmutual comprehensibility among interlocutors has become in-creasingly more important and more challenging Even in inner-circle countries where English is spoken as a first language by themajority of the population the goal to enable nonnative Englishspeakers to successfully communicate with native speakers andother nonnative speakers has taken primary importance in manyEnglish language institutions

One point of interest in this area lies in the teaching of pronunciationIn order to facilitate efficient and effective communication questionsarise as to which elements of the spoken language are the most essentialto teach and which have the greatest impact on intelligibility Earlierdirectives in second language education placed heavy emphasis whenaddressed at all on the teaching of segmentals the units of speechrepresenting basic sounds of language such as consonants and vowels(Chun 2002) The past three decades however have demonstrated anoticeable shift toward suprasegmentals as the key components of in-telligibility enhancement and thus pronunciation instruction parti-cularly in ESL contexts Suprasegmentals commonly referred to asprosody (Wennerstrom 2001) or discourse intonation (Brazil 1997 Chun2002) comprise several features (ie rhythm intonation stress) thatwork in unison with elements at the segmental level Together theseaspects of prosody create an overlay of emotion attitude and intentionin spoken discourse In ESL contexts where nonnative speakers need tocommunicate daily with native speakers prosody becomes especiallyimportant in conveying and understanding nuances of meaning that arefrequently interwoven into the speech of native speakers

This article begins with a review of research promotingdiscourse prosody as a major contributing factor in intelligiblespeech After briefly examining several studies of prosodic versussegmental instruction in the ESL classroom the remainder of theliterature review looks at the potential impact of prosodic researchon the second language classroom and on teacher cognition Herethe term teacher cognition refers to lsquolsquowhat teachers think know and

264 TESOL Journal








266 TESOL Journal











268 TESOL Journal


Interviews





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edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

A

sian

EF

LJo

urn

al

TE

SL

Can

ada)

Tra

cyM

Ain

app

lied

lin

gu

isti

cs20

05Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(so

un

dsy

stem

so

fE

ng

lish

M

A-

lev

elco

urs

e)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L)

Yes

(Ess

enti

alT

each

er)

270 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

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Co

mp

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rren

tly

wo

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go

na

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seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

En

gli

sh

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

isti

csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

tud

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inS

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dL

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eA

cqu

isit

ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal








266 TESOL Journal











268 TESOL Journal


Interviews





TA

BL

E1

Ed

uca

tio

nB

ack

gro

un

d

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

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atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Lau

rie

TE

SO

Lce

rtif

icat

e20

04Y

es(M

Ain

TE

SO

L)

No

No

Yes

(pu

bli

cati

on

so

fN

atio

nal

Cen

ter

for

the

Stu

dy

of

Ad

ult

Lea

rnin

gan

dL

iter

acy

C

ente

rfo

rA

du

ltE

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lish

Lan

gu

age

Acq

uis

itio

n)

Am

and

aM

Ain

TE

SO

L20

06Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

BC

TE

AL

)

Yes

(Ess

enti

alT

each

er)

Ch

ris

TE

SO

Lce

rtif

icat

e19

99Y

es(M

Ain

TE

SO

L)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

A

sian

EF

LJo

urn

al

TE

SL

Can

ada)

Tra

cyM

Ain

app

lied

lin

gu

isti

cs20

05Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(so

un

dsy

stem

so

fE

ng

lish

M

A-

lev

elco

urs

e)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L)

Yes

(Ess

enti

alT

each

er)

270 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

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com

ple

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Co

mp

leti

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ro

fth

atd

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e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

En

gli

sh

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

isti

csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

tud

ies

inS

econ

dL

ang

uag

eA

cqu

isit

ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal




266 TESOL Journal











268 TESOL Journal


Interviews





TA

BL

E1

Ed

uca

tio

nB

ack

gro

un

d

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Lau

rie

TE

SO

Lce

rtif

icat

e20

04Y

es(M

Ain

TE

SO

L)

No

No

Yes

(pu

bli

cati

on

so

fN

atio

nal

Cen

ter

for

the

Stu

dy

of

Ad

ult

Lea

rnin

gan

dL

iter

acy

C

ente

rfo

rA

du

ltE

ng

lish

Lan

gu

age

Acq

uis

itio

n)

Am

and

aM

Ain

TE

SO

L20

06Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

BC

TE

AL

)

Yes

(Ess

enti

alT

each

er)

Ch

ris

TE

SO

Lce

rtif

icat

e19

99Y

es(M

Ain

TE

SO

L)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

A

sian

EF

LJo

urn

al

TE

SL

Can

ada)

Tra

cyM

Ain

app

lied

lin

gu

isti

cs20

05Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(so

un

dsy

stem

so

fE

ng

lish

M

A-

lev

elco

urs

e)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L)

Yes

(Ess

enti

alT

each

er)

270 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

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tly

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go

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seq

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Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

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con

fere

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s

Rea

ds

TE

SO

L-

rela

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reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

En

gli

sh

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

isti

csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

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ies

inS

econ

dL

ang

uag

eA

cqu

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ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

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E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal











268 TESOL Journal


Interviews





TA

BL

E1

Ed

uca

tio

nB

ack

gro

un

d

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Lau

rie

TE

SO

Lce

rtif

icat

e20

04Y

es(M

Ain

TE

SO

L)

No

No

Yes

(pu

bli

cati

on

so

fN

atio

nal

Cen

ter

for

the

Stu

dy

of

Ad

ult

Lea

rnin

gan

dL

iter

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C

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rfo

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du

ltE

ng

lish

Lan

gu

age

Acq

uis

itio

n)

Am

and

aM

Ain

TE

SO

L20

06Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

BC

TE

AL

)

Yes

(Ess

enti

alT

each

er)

Ch

ris

TE

SO

Lce

rtif

icat

e19

99Y

es(M

Ain

TE

SO

L)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

A

sian

EF

LJo

urn

al

TE

SL

Can

ada)

Tra

cyM

Ain

app

lied

lin

gu

isti

cs20

05Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(so

un

dsy

stem

so

fE

ng

lish

M

A-

lev

elco

urs

e)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L)

Yes

(Ess

enti

alT

each

er)

270 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

En

gli

sh

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

isti

csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

tud

ies

inS

econ

dL

ang

uag

eA

cqu

isit

ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal







268 TESOL Journal


Interviews





TA

BL

E1

Ed

uca

tio

nB

ack

gro

un

d

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Lau

rie

TE

SO

Lce

rtif

icat

e20

04Y

es(M

Ain

TE

SO

L)

No

No

Yes

(pu

bli

cati

on

so

fN

atio

nal

Cen

ter

for

the

Stu

dy

of

Ad

ult

Lea

rnin

gan

dL

iter

acy

C

ente

rfo

rA

du

ltE

ng

lish

Lan

gu

age

Acq

uis

itio

n)

Am

and

aM

Ain

TE

SO

L20

06Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

BC

TE

AL

)

Yes

(Ess

enti

alT

each

er)

Ch

ris

TE

SO

Lce

rtif

icat

e19

99Y

es(M

Ain

TE

SO

L)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

A

sian

EF

LJo

urn

al

TE

SL

Can

ada)

Tra

cyM

Ain

app

lied

lin

gu

isti

cs20

05Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(so

un

dsy

stem

so

fE

ng

lish

M

A-

lev

elco

urs

e)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L)

Yes

(Ess

enti

alT

each

er)

270 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

En

gli

sh

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

isti

csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

tud

ies

inS

econ

dL

ang

uag

eA

cqu

isit

ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal


Interviews





TA

BL

E1

Ed

uca

tio

nB

ack

gro

un

d

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Lau

rie

TE

SO

Lce

rtif

icat

e20

04Y

es(M

Ain

TE

SO

L)

No

No

Yes

(pu

bli

cati

on

so

fN

atio

nal

Cen

ter

for

the

Stu

dy

of

Ad

ult

Lea

rnin

gan

dL

iter

acy

C

ente

rfo

rA

du

ltE

ng

lish

Lan

gu

age

Acq

uis

itio

n)

Am

and

aM

Ain

TE

SO

L20

06Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

BC

TE

AL

)

Yes

(Ess

enti

alT

each

er)

Ch

ris

TE

SO

Lce

rtif

icat

e19

99Y

es(M

Ain

TE

SO

L)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

A

sian

EF

LJo

urn

al

TE

SL

Can

ada)

Tra

cyM

Ain

app

lied

lin

gu

isti

cs20

05Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(so

un

dsy

stem

so

fE

ng

lish

M

A-

lev

elco

urs

e)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L)

Yes

(Ess

enti

alT

each

er)

270 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

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Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

En

gli

sh

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

isti

csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

tud

ies

inS

econ

dL

ang

uag

eA

cqu

isit

ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal

TA

BL

E1

Ed

uca

tio

nB

ack

gro

un

d

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Lau

rie

TE

SO

Lce

rtif

icat

e20

04Y

es(M

Ain

TE

SO

L)

No

No

Yes

(pu

bli

cati

on

so

fN

atio

nal

Cen

ter

for

the

Stu

dy

of

Ad

ult

Lea

rnin

gan

dL

iter

acy

C

ente

rfo

rA

du

ltE

ng

lish

Lan

gu

age

Acq

uis

itio

n)

Am

and

aM

Ain

TE

SO

L20

06Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

BC

TE

AL

)

Yes

(Ess

enti

alT

each

er)

Ch

ris

TE

SO

Lce

rtif

icat

e19

99Y

es(M

Ain

TE

SO

L)

Yes

(ap

pli

edp

ho

no

log

y

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

A

sian

EF

LJo

urn

al

TE

SL

Can

ada)

Tra

cyM

Ain

app

lied

lin

gu

isti

cs20

05Y

es(P

hD

inap

pli

edli

ng

uis

tics

)

Yes

(so

un

dsy

stem

so

fE

ng

lish

M

A-

lev

elco

urs

e)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L)

Yes

(Ess

enti

alT

each

er)

270 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

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Cu

rren

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wo

rkin

go

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sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

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ds

TE

SO

L-

rela

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urc

es(o

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of

MA

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hD

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rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

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gli

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MA

-le

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rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

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csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

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inS

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ang

uag

eA

cqu

isit

ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal

TA

BL

E1

Co

nti

nu

ed

Par

tici

pan

t

Hig

hes

tT

ES

OL

-rel

ated

deg

ree

com

ple

ted

Co

mp

leti

on

yea

ro

fth

atd

egre

e

Cu

rren

tly

wo

rkin

go

na

sub

seq

uen

td

egre

e

Fo

rmal

trai

nin

gin

teac

hin

gE

ng

lish

pro

nu

nci

ati

on

Att

end

sT

ES

OL

-rel

ated

con

fere

nce

s

Rea

ds

TE

SO

L-

rela

ted

reso

urc

es(o

uts

ide

of

MA

P

hD

cou

rsew

ork

)

Pet

erM

Ain

app

lied

lin

gu

isti

cs20

05N

oY

es(s

ou

nd

syst

ems

of

En

gli

sh

MA

-le

vel

cou

rse)

Yes

(TE

SO

L

Geo

rgia

TE

SO

L

So

uth

east

TE

SO

L)

No

Dan

iel

Ph

Din

lin

gu

isti

csP

re-1

990

No

Yes

(ph

on

olo

gy

trai

nin

gb

ut

no

tsp

ecif

ical

lyT

ES

OL

-o

rien

ted

M

A

Ph

Dle

vel

)

Yes

(TE

SO

L

BC

TE

AL

)Y

es(E

ssen

tial

Tea

cher

T

ES

OL

Qu

arte

rly

S

tud

ies

inS

econ

dL

ang

uag

eA

cqu

isit

ion

)


TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal

TA

BL

E2

Tea

chin

gB

ack

gro

un

d

Par

tici

pan

t

Yea

rste

ach

-in

gE

SL

E

FL

Yea

rste

ach

ing

afte

rh

igh

est

TE

SO

Ld

egre

e

Yea

rste

ach

ing

pro

nu

n-

ciat

ion

Cu

rren

tp

rog

ram

Lev

elo

fE

SL

lear

ner

pro

nu

n-

ciat

ion

tau

gh

t

Ora

lsk

ills

cou

rse

curr

entl

yte

ach

ing

o

fco

urs

ed

evo

ted

top

ron

un

-ci

atio

n

Lev

elo

fst

ud

ents

inth

isco

urs

e

Len

gth

of

tim

ete

ach

ing

this

cou

rse

Lau

rie

33

3C

om

mu

nit

y-

bas

edE

SL

Beg

inn

er

inte

rmed

iate

Inte

-g

rate

dsk

ills

10ndash1

5B

egin

ner

3y

ears

Am

and

a6

16

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

Ora

lfl

uen

cy50

Beg

inn

er1

sem

este

r

Ch

ris

55

55

55

Inte

nsi

ve

En

gli

shp

rog

ram

Beg

inn

er

inte

rmed

iate

ad

van

ced

Hy

bri

dE

SL

T

each

-in

gE

SL

ora

lco

mm

u-

nic

atio

n

50In

term

edia

te3

wee

ks

Tra

cy4

22

Inte

nsi

ve

En

gli

shp

rog

ram

Inte

rmed

iate

Ora

lco

mm

u-

nic

atio

n80

Inte

rmed

iate

2y

ears

Pet

er3

22

Gra

du

ate-

lev

elE

SL

Ad

van

ced

Lis

ten

ing

sp

eak

ing

40A

dv

ance

d2

yea

rs

Dan

iel

20+

20+

20+

Acc

ent

con

sult

ing

Beg

inn

er

inte

rmed

iate

ad

van

ced

Acc

ent

con

sult

ing

(pro

fess

ion

al)

10A

dv

ance

d20

+y

ears

272 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal












274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal







274 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal











276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal






276 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal












278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal






278 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal









280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal






280 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal











282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal





282 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal











284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal





284 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal








286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal





286 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal


















288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal














288 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal




























290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal













290 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal















resources


TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal

TEACHING BACKGROUND











FUTURE NEEDS



292 TESOL Journal

Documents

Discourse Prosody and Teachers' Stated Beliefs and Practices