1. Vocational Teacher Education (English Group 2014) 3.6 Advanced Studies A description of study activities and gained competences.

2. Student teachers are required  to deepen their competences in certain specialized areas;  to submit a comprehensive assessment including a description of study activities and gained competences. 10.8.20143.6 Advanced Studies 2 Requirement (Curriculum p26)

3. Background – Dilemma  Teaching Freelance -> EFL  Teaching HH -> Accounting Where am I? Who am I? What am I doing here? 10.8.20143.6 Advanced Studies 3

4. 10.8.20143.6 Advanced Studies 4 The Pivot

5. Introduction  Self assessment of competences, objectives.  Developments in teaching English as a Foreign Language (TEFL), concepts. Phonology, phonetics and pronunciation. 10.8.20143.6 Advanced Studies 5

6. TASK:  In your groups make a WORD CLOUD. pronunciation 10.8.20143.6 Advanced Studies 6

7. Study Plan  Self-study (reading, webinars, internet resources etc).  Intensive course – London Pronunciation Studio, Teacher training course.  Lecture - Professor Jennifer Jenkins (guest lecture Helsinki University, May 2014).  Peer collaboration – Finn Brit Language School.  Pilot courses.  Development project. 10.8.20143.6 Advanced Studies 7

8. Self Study  Roach, P. 2009. English Phonetics and Phonology: a practical course. 4 th ed. Cambridge University Press. Cambridge.  Walker, R. 2010. Teaching the pronunciation of English as a Lingua Franca. Oxford University Press. Oxford.  Wright, J. 2013. IATEFL conference. Using voice visualisation technology (webinar) 10.8.20143.6 Advanced Studies 8

9. Self study  Academic articles  Gilakjani, A P. 2012. The significance of pronunciation in English foreign language teaching.  Jenkins, J. 2002. A sociolinguistic empirically researched pronunciation syllabus for English as an international language. Applied Linguistics 23/1:83-103  Levis, J. Pickering, L. 2004. Teaching intonation in discourse using speech visualization technology. System32 (2004) 505-524  Maguire, A. Investigating the effectiveness of pronunciation instruction for improved intelligibility in ELT.  Murphy, J M. 2014. Intelligible, comprehensive, non-native models in ESL/EFL pronunciation teaching. System42 (2014) 258-269  Patsko, L. 2013. Using the lingua franca core to promote students’ mutual intelligibility in the multilingual classroom: Five teachers’ experiences. MA Thesis, Kings College London.  Pickering, L. Current research on intelligibility in English as a lingua franca.  Spicer, E. The impact of Jenkins’ lingua franca core on the teaching of pronunciation on CELTA and DELTA courses. Teacher Training and Development ihjournal  Tergujeffin, E. 2014. Ääntämisen: opettamista voisi tehostaa. Tempus 1/2014.  Walker, R. 2001. Pronunciation priorities, the lingua franca core and monolingual groups. Speak Out! Pronunciation SIG IATEFL. 10.8.20143.6 Advanced Studies 9

10. Review of self study materials  The ‘nativeness’ versus ‘intelligibility’ debate and determination of achievable learner targets.  The English Lingua Franca (ELF) movement and its impact on teaching pronunciation using the ELF core.  The importance of student autonomy in learning.  The International Phonetic Alphabet (IPA) and the dilemma of teaching it and using it.  The role of the teacher as a voice model.  The introduction of accommodation as a skill for learners.  The effective use of new technologies in teaching pronunciation. 10.8.20143.6 Advanced Studies 10

11. Intensive course London Pronunciation Studio Blog  Mornings: Theory  Afternoons: Practical work  Evening: Observation 10.8.20143.6 Advanced Studies 11

12. Learning outcomes  Phonemics and phonetics including diacritics: a thorough brush-up on the theory. Consolidation of prior learning and experience.  Lesson planning: a focus on classroom dynamics (interaction, collaboration, feedback etc)  Drilling: how to use drills effectively in pronunciation classes.  Student autonomy: how to encourage students to work independently to achieve their personal pronunciation goals.  Diversity: a better understanding of the issues behind teaching classes of mixed cultural groups.  Networking: an opportunity to exchange ideas. Developing a permanent support network. 10.8.20143.6 Advanced Studies 12

13. TASK CASE STUDY 1 Discuss  Is there an issue which the teacher needs to address?  If so, how and when should the teacher intervene? 10.8.20143.6 Advanced Studies 13

14. TASK - Intelligibility  So what makes someone UNINTELLIGIBLE? List the features of speech which make someone UNINTELLIGIBLE or INCOMPREHENSIBLE. (The devil is in the detail.) 10.8.20143.6 Advanced Studies 14

15. Guest Lecture 21.5.2014 Professor Jennifer Jenkins, University of Southampton, UK Jenkins, J. 2002. A sociolinguistic empirically researched pronunciation syllabus for English as an international language. Applied Linguistics 23/1:83-103  The lingua franca core, update.  Review – practical implications for teachers (of EFL).  Outcome - bibliography, networking. 10.8.20143.6 Advanced Studies 15

16. English Lingua Franca (ELF) Core  Accurate production of all consonant sounds except  and  special attention to: /k/ /p/ /t/ aspirations and rhotic /r/  Consonant clusters must not be simplified (beginning, middle or final position).  Vowel length is more important than vowel quality.  Nuclear stress in tone units. The use of chunking and contrastive stress is very important can enhance comprehensibility significantly. Prof Jennifer Jenkins 2002. Empirical research. 10.8.20143.6 Advanced Studies 16

17. Prominence I understand that this Innovation Day has become an annual event. In Finland we had an annual Information Security Day since 2003, which brings together business, regulators, civil society and government to focus on improving data security. This is about promoting secure internet use by emphasising user responsibility and taking adequate safeguards. Internet is an important everyday tool for all of us and we want to keep it safe.

18. 10.8.20143.6 Advanced Studies 18 I’m sorry, you’ve failed your stress test. I am so glad to be here today but it is me who should be listening to you, but that is why I am here today, thank you for inviting me here, today.

19. TASK: Tonic units and nuclear stress  Divide the speech into tonic units by inserting pauses in appropriate places: //  Decide which words carry the most meaning in each tonic unit and highlight them. These words will be made prominent.  Read the speech aloud, using the pauses and contrastive stress. Record yourself, listen. 10.8.20143.6 Advanced Studies 19

20. In Finland // we have had an annual Information Security Day since 2003, // bringing together business, regulators, civil society and government // to focus on improving data security. This is about promoting secure internet use // by emphasising user responsibility and taking adequate safeguards. // The internet is an important everyday tool for all of us // and we want to keep it safe.

21. Discussion Nativeness versus intelligibility  Is ‘intelligibility’ a reasonable goal for the EFL student?  What is ELF and can it be ‘taught’?  Resistance to change?  Connectivity and its implications for the ELF core approach, voice models online.  The Finnish context. 10.8.20143.6 Advanced Studies 21

22. Discussion Implications for the teacher (in vocational education) where English is the language of instruction. 10.8.20143.6 Advanced Studies 22

23.  Don’t ignore intelligibility issues.  Don’t wait for Native English Speakers to fix it.  Don’t assume the English teachers will deal with it.  Do give feedback: make intelligibility and comprehensibility criteria for assessing presentation skills. Encourage peer feedback.  Do encourage students to record and listen to themselves and use online resources for practice.  Do raise these issues with your teaching community. 10.8.20143.6 Advanced Studies 23

24. Peer collaboration  Informal meeting to brainstorm methods for teaching pronunciation to young adults and exchange ideas and materials. (June 2014)  Peer workshop: teaching pronunciation (Finn Brit autumn 2014) 10.8.20143.6 Advanced Studies 24

25. Pilot One-to-one: 10 x 90 minutes practical tutorials (May-June 2014)  H. is co-founder of a law firm which works internationally, he also sings professionally. His personal goal is to sound more “British”. He thinks this is important for his professional credibility.  Focus on suprasegmentals (juncture, elision etc, weak forms, intonation, tonic stress, chunking) and features of speech typical of native English speakers. 10.8.20143.6 Advanced Studies 25

26. Demonstration  Finn Brit Open House event 20.8.2014 – A taster for The Sounds of English. Microteaching 45mins lesson, expected audience approx 25.  The Sounds of English – an evening class for adults starting October 2014, Finn Brit.  The Sounds of English – a practical workshop for improving intelligibility (HH, Pasila) autumn 2014. 10.8.20143.6 Advanced Studies 26

27. What next?  Implementation  Development of new courses and programmes, eg audio portfolio course  Trial of new materials (eg the Sound of English)  Trial of new methods (eg drilling techniques, technology such as voice recognition, voice visualization, choosing and using voice models etc)  Self-evaluation  Demonstration  Sharing expertise & experiences with other teachers  Development Project (3.5) 10.8.20143.6 Advanced Studies 27

28. Further study and personal development  IPA diploma UCL summer course and exam. IPA diploma  Cambridge English teacher online peer network, webinars etc Cambridge English teacher  IATEFL special interest group on pronunciation. Possible IATEFL attendance in Manchester 2015. IATEFL  Continued collaboration with peers. 10.8.20143.6 Advanced Studies 28

29. 10.8.20143.6 Advanced Studies 29 TITLE ON A PAGE WITH A PICTURE  There’s space for text on the left. The picture is applied on the right.  It is recommended to use square-form pictures.  Double click the box to add a picture if you remove the previous picture  Align the top of the picture with the text