Pronunciation priorities for the global English classroom | Gemma Archer

When asked why they don’t teach more pronunciation, many teachers say they lack confidence and time. For them, adding pronunciation to the classroom mix requires planning, research, and practice. It can also be hard to find materials which step away from native-speaker models. In this session, we will simplify this common scenario by sharing the top five priorities for teaching English pronunciation. We will explore the best ways to meet our students’ needs and streamline our approach.
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Gemma Archer is an EAP teacher and programme co-ordinator in the ELT unit at the University of Strathclyde in Glasgow, Scotland. She is also the joint-coordinator of IATEFL Pronunciation special interest group (PronSIG), former editor of PronSIG’s biannual journal Speak Out! (2017-2023), and co-author of Teaching English Pronunciation for a Global World (OUP, 2024). Her research interests lie in the field of pronunciation pedagogy and accent, and the issues which can arise when students and teachers of English are confronted with diverse regional and global varieties of English. This led to her creation of The Scottish Sound School a resource to help new arrivals to Scotland acclimate to the unfamiliar sounds of Scottish speech.
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