Abstract
Pre-service teachers in Chile are still trained to promote the emulation of native speakers when teaching pronunciation in the foreign language classroom, even though the curriculum proposes a communicative approach to the teaching of English as Foreign Language. This study is a reflection about the remaining negative ideas about foreign accent and the promotion of pedagogies that include learners’ identities and agency when learning pronunciation in the English Foreign language classroom.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pronunciation, Chilean curriculum, EFL learning
