Integrating Pronunciation Instruction into the Literacy-Level Classroom

Abstract

Explicit integration of pronunciation instruction into an adult ESL literacy-level curriculum is vital to oral skills development. However, most ESL teachers lack the preparation and resources for the planning and implementation of pronunciation instruction. In response, this paper means to act as a resource for literacy-level ESL teachers who are looking for models of pronunciation instruction meant for their population of learners, including three illustrative literacy-level sample lessons.