ERIC Number: EJ1453923
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
Pronunciation Teaching in Minority Languages: Perspectives of Elementary School Teachers in a Chinese-English Bilingual Program in Canada
Cogent Education, v11 n1 Article 2356432 2024
Despite an increasing interest in pronunciation instruction in English as a majority language or international "lingua franca," less is known about pronunciation learning in non-English minority languages, especially among child learners. Bilingual education programs provide a unique context to address this research gap, as they involve immersive education in minority languages. Teachers in these programs thus are insightful informants. The current study focuses on the context of a Mandarin-English bilingual program in Canada and addresses two research questions: What factors do teachers believe influence students' Mandarin pronunciation learning? What are teachers' strategies and needs when teaching Mandarin pronunciation? Semi-structured interviews were conducted with twelve Chinese teachers with diverse language backgrounds. The teachers discussed multifaceted factors that influenced bilingual students' pronunciation learning, including speech targets, individual factors, and language environments at school and in society. Teachers shared a wide array of pronunciation teaching techniques, although they expressed concerns related to policies and resources. This study demonstrates the complexity of teaching the pronunciation of a minority language, whose speech system is distinctly different from English, in a bilingual classroom setting. It shares teaching strategies among bilingual teachers and identifies future directions for policymaking and research.
Descriptors: Language Minorities, Bilingual Education, Bilingual Education Programs, Elementary School Teachers, Pronunciation Instruction, Foreign Countries, Language Role, Official Languages, Mandarin Chinese, Immersion Programs, Beliefs, Teacher Attitudes, English, Native Language, Social Influences, Difficulty Level, Learning Trajectories, Family Environment, Language Usage, Educational Environment, Social Environment, Teaching Methods, Direct Instruction
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A