Training for English-Medium Instruction in French Higher Education: Keeping Pronunciation in Focus
English-Medium Instruction (EMI) is spreading in French higher education and this paper argues that appropriate support for teachers willing to teach their subject in English should focus on both language and content, and on the pedagogical specificities of combining the two. More specifically, I ar...
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| Xuất bản năm: | URI:https://journals.openedition.org/apliut, |
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| Tác giả chính: | |
| Định dạng: | Article ou chapitre numérique |
| Ngôn ngữ: | Anglais |
| Được phát hành: |
Recherche et pratiques pédagogiques en langues
2019
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| Những chủ đề: | |
| Truy cập trực tuyến: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Tóm tắt: | English-Medium Instruction (EMI) is spreading in French higher education and this paper argues that appropriate support for teachers willing to teach their subject in English should focus on both language and content, and on the pedagogical specificities of combining the two. More specifically, I argue that the pronunciation component of any such training must go beyond improving a teacher’s intelligibility. Training in the specificities of spoken English – for both teachers and students, as interchangeable speakers and listeners – should aim to improve two things: attitudes toward variation of spoken language and awareness of the cognitive impact of foreign-accented speech (FAS) (speech which exhibits acoustic features from a speaker’s mother tongue(s)). In this paper, I start by describing pronunciation as a subject in English language teacher training in the English-speaking world and second language pronunciation as an international research field. This is followed by a brief description of EMI teacher training in France and the presentation of a few key findings of research into the social and cognitive impact of FAS. I then outline what is involved for both listeners and speakers, if we want to modify their attitudes to spoken language variation and to improve their cognitive comfort in processing FAS. Example training exercises are outlined, and in the conclusion a greater role is advocated for English language teachers within the internationalisation of French higher education. |
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