Spanish Pronunciation and Teacher Training: Challenges and suggestions

Manuel Delicado Cantero, William Steed, Alfredo Herrero de Haro

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    In this chapter, we explore the challenges in teaching and learning Spanish pronunciation from an instructor training perspective and provide suggestions. With an increased focus on teaching pronunciation, there exists a call for adequate teacher training in this area. We 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 or the United Kingdom, and from countries where the study of Spanish is more recent, such as Australia or Asian countries. The final part of the chapter is devoted to suggestions about resource development, student awareness-raising, and the integration of pronunciation at all levels.
    Original languageEnglish
    Title of host publicationKey Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy
    EditorsRajiv Rao
    Place of PublicationUnited Kingdom
    PublisherRoutledge
    Pages304-323
    Volume1
    Edition1st
    ISBN (Print)9781315666839
    DOIs
    Publication statusPublished - 2019

    Fingerprint

    Dive into the research topics of 'Spanish Pronunciation and Teacher Training: Challenges and suggestions'. Together they form a unique fingerprint.

    Cite this