THE TEACHING OF ENGLISH PRONUNCIATION TO CHILDREN: A PROPOSAL BASED ON MULTIPLE INTELLIGENCES AND JOLLY PHONICS
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2022-06-01
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Jaén: Universidad de Jaén
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[ES] Los aprendices de inglés han cambiado en las últimas décadas y sus necesidades con respecto al habla y la pronunciación se han modificado en consecuencia. Menos centrados en la comunicación con hablantes nativos, el alumnado de ahora necesita utilizar el inglés como lingua franca para comunicarse con personas con las que no comparten la misma lengua materna. La pronunciación ha cambiado, para enfocarse en un acento inteligible, manteniendo la identidad cultural de la persona si así lo desea. Los niños tienen más dificultades para comprender los aspectos teóricos relacionados con la pronunciación, pero muestran entusiasmo por actividades interesantes, nuevas y divertidas que implican imitar modelos de pronunciación. Aprovechando este entusiasmo, este trabajo plantea una propuesta metodológica para el tratamiento de la pronunciación en actividades diseñadas para la celebración de las festividades inglesas, utilizando la teoría de las inteligencias múltiples como principio subyacente motivador de acuerdo con los descriptores del MCERL.
[EN] English learners have changed in the last decades and their needs regarding speaking and pronunciation have altered accordingly. Less centred on communication with native speakers, today’s learners need to use English as a Lingua Franca to get in touch with people with whom they do not share the same mother tongue. Pronunciation has shifted from an attempt to reach a native-like accent to focusing on an intelligible one, while keeping one’s cultural identity if so desired. Young learners have more difficulties in understanding theoretical aspects related to pronunciation, but they show enthusiasm for interesting, new and fun activities that involve imitating models of pronunciation. Taking advantage of this enthusiasm, the present essay brings forward a methodological proposal for the treatment of pronunciation in activities designed for the celebration of English festivities, using the theory of multiple intelligences as a motivating underlying principle in accordance with CEFRL descriptors.
[EN] English learners have changed in the last decades and their needs regarding speaking and pronunciation have altered accordingly. Less centred on communication with native speakers, today’s learners need to use English as a Lingua Franca to get in touch with people with whom they do not share the same mother tongue. Pronunciation has shifted from an attempt to reach a native-like accent to focusing on an intelligible one, while keeping one’s cultural identity if so desired. Young learners have more difficulties in understanding theoretical aspects related to pronunciation, but they show enthusiasm for interesting, new and fun activities that involve imitating models of pronunciation. Taking advantage of this enthusiasm, the present essay brings forward a methodological proposal for the treatment of pronunciation in activities designed for the celebration of English festivities, using the theory of multiple intelligences as a motivating underlying principle in accordance with CEFRL descriptors.