BC TEAL Webinars: Moving Beyond Pronunciation Pairs: Teaching the Rhythm of Canadian English


Moving Beyond Pronunciation Pairs BC TEAL Webinar Series

Are you reluctant to teach pronunciation due to the variation in your learners’ needs? Don’t be! You can create valuable aha moments for students of various backgrounds by teaching them the pronunciation features of syllable and sentence stress. They will suddenly understand why others often do not understand them, why they often don’t understand others, and why English spelling and grammar are often difficult to learn. In this webinar recording, you will learn key features of the rhythm of Canadian English, a suggested progression for teaching it, and recommendations for teaching materials.

Cari-Ann Roberts Gotta is one of BC TEAL’s regional representatives. She holds a Master’s degree in Adult Education from UBC and a TESOL diploma from Vancouver Community College. Cari-Ann has been teaching in the field of English Language Learning for the past 12 years and currently works for Selkirk College in Nelson. Over the years she has developed her interest and skills in teaching pronunciation and has shared her learning with many language instructors and literacy tutors through numerous conference and training workshops.

Slides (click on the image below):

BCTEAL pronunciation webinar


February 20 #LINCchat Summary: Teaching Pronunciation



Understanding pronunciation is essential for successful listening and speaking yet it’s sometimes neglected in our language classrooms. In our February 20 #LINCchat, we asked questions and shared resources and ideas for introducing pronunciation-focused activities in our classes.

Thanks to the educators who shared their thoughts during this #LINCchat and those who added their thoughts after the chat: @thespreadingoak, @LINCInstructor, @TanyacowieCowie, @ElleninSaigon@salaamay, @jennifermchow, @StanzaSL, @EALStories, and @ESLlibrary.

Thank-you also to moderators, Jennifer Chow (@jennifermchow) and Bonnie Jean Nicholas (@EALstories) for facilitating the discussion and keeping us on track.

Please find a summary of this chat below. To read it, hover over the Twitter bird next to the subtopics in the image below. The interactive image was made with Canva and ThingLink.

New to #LINCchat?

If you have never participated in #LINCchat before, go to www.lincchat.ca for more information. #LINCchats occur every other Tuesday, with the occasional Friday.  If you have any ideas for topics or have comments about #LINCchat, please send @StanzaSL or @EALstories a tweet or post a message on Tutela. Please join us for our next #LINCchat on Tuesday, March 6th at 6-7 p.m. PST or 9-10 p.m. EST. Please let others know about #LINCchat. Feel free to use the #LINCchat hashtag between chats to share thoughts and links with others.

zAB6NaOy_400x400Bonnie Nicholas (@EALstories) is an enthusiastic participant in the bi-monthly #LINCchat as well as a member of the #LINCchat team along with Svetlana Lupasco (@StanzaSL), Jennifer Chow (@jennifermchow), Augusta Avram (@LINCInstructor), and Nathan Hall (@nathanghall). Bonnie teaches LINC at NorQuest College in Edmonton.

Accuracy and Fluency – #LINCchat April 7th



By Jennifer Chow

What is more important – accuracy or fluency? Although this question seems to be as tough to answer as the nature vs. nurture debate, Friday’s special daytime #LINCchat discussion explored this topic.

Our moderators, Nathan Hall (@bcteal) and Svetlana Lupasco (@StanzaSL), led a small and intimate group of regular #LINCchat participants in a robust discussion that touched on topics such as the importance of fluency and accuracy in speaking and writing, finding balance between the two, successful activities that develop these skills, error correction and more.

#LINCchat participants started off with a question about the importance of fluency and accuracy. While most agreed it was difficult to choose one over the other, Catherine (@CatherineEbert2) and Shawna (@ShawnaWiKo) tweeted about how having students focus on fluency first allows for errors, which could be followed up with a lesson on accuracy. This led to a general consensus that giving more time to fluency could lead to more informed teaching of accuracy. As Nathan noted, knowing when to emphasize one over the other is a balancing act.

Finding that balance is tricky because while Catherine’s suggestion about letting students know it is okay to slow down and focus on accuracy is important, Shawna and Augusta’s tweet that overcorrection can impede fluency is also valid. Perhaps Nathan’s comment about raising students’ awareness of what to focus on and why it is important to focus on that, whether it is accuracy or fluency says it best. Helping students focus on what they need requires corrective feedback. Great ideas for error-correction included self-correcting (@CatherineEbert2), correcting only errors impeding communication, making note of others to address later (@nathanghall), peer-correction, and giving students “expert” responsibilities for certain language features (@AugustaAvram).

As always, #LINCchat is not only about dynamic discussion. Another benefit from this chat is the resources shared by all.

Fluency Activities and Resources

Activities and Resources for Accuracy Development

If this summary only whet your appetite, follow the complete discussion here.

New to #LINCchat? If you have never participated in a chat before, go to www.lincchat.ca for more information. #LINCchat occurs every other Tuesday, with the occasional Friday. Our next #LINCchat will be on April 18th. Feel free to use the hashtag between chats to share thoughts and links with others. Hope to “see” you on April 18th!

Jen Bio PicJennifer has been teaching in the LINC Program for more than 10 years. She loves using Twitter to stay connected as a mother, an educator and an active citizen. 
Twitter: @jennifermchow