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Spanish pronunciation and teacher training: challenges and suggestions

Chapter


Abstract


  • This chapter explores the challenges in teaching and learning Spanish pronunciation from an instructor training perspective and provides suggestions. With an increased focus on teaching pronunciation, there exists a call for adequate teacher training in this area. The authors examine existing literature about different aspects affecting teachers’ attitudes, beliefs, and practices toward teaching Spanish pronunciation. Examples are drawn from countries with a long tradition of Spanish studies, such as the United States and the United Kingdom, and from countries where the study of Spanish is more recent, such as Australia and Asian countries. The final part of the chapter, including the Appendix, is devoted to suggestions about resource development, student awareness-raising, the integration of pronunciation at all levels, and ways teachers can reflect on their experiences and continue to learn.

UOW Authors


Publication Date


  • 2019

Citation


  • Delicado Cantero, M., Steed, W. & Herrero de Haro, A. (2019). Spanish pronunciation and teacher training: challenges and suggestions. In R. Rao (Ed.), Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy (pp. 304-323). Oxon, United Kingdom: Routledge. https://www.routledge.com/Key-Issues-in-the-Teaching-of-Spanish-Pronunciation-From-Description/Rao/p/book/9781138954618

International Standard Book Number (isbn) 13


  • 9781138954601

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3904

Book Title


  • Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy

Start Page


  • 304

End Page


  • 323

Place Of Publication


  • Oxon, United Kingdom

Abstract


  • This chapter explores the challenges in teaching and learning Spanish pronunciation from an instructor training perspective and provides suggestions. With an increased focus on teaching pronunciation, there exists a call for adequate teacher training in this area. The authors examine existing literature about different aspects affecting teachers’ attitudes, beliefs, and practices toward teaching Spanish pronunciation. Examples are drawn from countries with a long tradition of Spanish studies, such as the United States and the United Kingdom, and from countries where the study of Spanish is more recent, such as Australia and Asian countries. The final part of the chapter, including the Appendix, is devoted to suggestions about resource development, student awareness-raising, the integration of pronunciation at all levels, and ways teachers can reflect on their experiences and continue to learn.

UOW Authors


Publication Date


  • 2019

Citation


  • Delicado Cantero, M., Steed, W. & Herrero de Haro, A. (2019). Spanish pronunciation and teacher training: challenges and suggestions. In R. Rao (Ed.), Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy (pp. 304-323). Oxon, United Kingdom: Routledge. https://www.routledge.com/Key-Issues-in-the-Teaching-of-Spanish-Pronunciation-From-Description/Rao/p/book/9781138954618

International Standard Book Number (isbn) 13


  • 9781138954601

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3904

Book Title


  • Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy

Start Page


  • 304

End Page


  • 323

Place Of Publication


  • Oxon, United Kingdom