Mayra J. Quiroz is an EFL teacher currently working on a Master's Degree thesis on articulatory phonetics, AI, and Instructional Design. With vast experience in online teaching to all sorts of learners across Latin America, she has recently devoted her career to the discovery of ways to personalize, enrich, and innovate the learning experience of EFL learners. She is thrilled to share the most insightful findings of her current research and how the science of speech should be considered an integral element of XXIC TEFL to Bilingual users of English.
Ponencia: Analytic-Linguistic Approach to pronunciation teaching in Mexico: a must in 21C EFLT
Arias (2017, p. 105) states that “if we really want to see changes” in the language classroom “research and implementation of different materials, strategies, and activities are ways to achieve better results”. AI, Instructional Design, and pronunciation teaching are unexplored but very fertile grounds of TEFL in LATAM, it is time we contemplate the large array of material and all the linguistic wants, needs, and lacks learners in Spanish-speaking countries have, a 365 view if you will. The Imitative Approach (as cited in Celce-Murcia, et al, 2008) a popular and worn-out choice to teach pronunciation, I proposed something newer. I am not trying to redesign the TEFL wheel as we know it, but rather enhance it. Let’s see it this way, the linguistic disparity between Spanish and English simply calls for a more sophisticated approach. My presentation will go over the rationale, theoretical background and how the Analytica-Linguistic approach, intelligibility principle (Derwin & Munro; 2005; Levis, 2015; Jenkins, 2010), and much more can be applied in class. All this with the hope that learners boost their self-confidence, become more skillful users of the language and bring up the quality of TEFL as we know it in Spanish-speaking countries.