Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy is a resource that encourages Spanish teachers and curriculum designers to increase their incorporation of pronunciation into the classroom. Combining theory and practical guidance, it will help language practitioners integrate the teaching of Spanish pronunciation with confidence and effectiveness. The international group of scholars across its 15 chapters is made up of individuals with well-established research records and training in best pedagogical practices.
Written in a clear and accessible manner, Key Issues in the Teaching of Spanish Pronunciation is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate university students interested in Spanish phonetics and language acquisition.
The Sound System of Spanish
1 Description of Spanish Vowels and Guidelines for Teaching Them
Eugenio Martínez Celdrán and Wendy Elvira-García
2 Pronunciation in the L2 Spanish Classroom: The Voiceless Stops /p, t, k/
Mary L. Zampini
3 Suggestions for Teaching Spanish Voiced Stops /b, d, ɡ/ and Their Lenited Allophones [β̞, ð̞, ɣ̞]
4 A Theoretical Framework in the Acquisition and Teaching of Fricatives to L2 Learners of Spanish
A. Raymond Elliott
5 Issues in the Teaching of Spanish Liquid Consonants
6 The Polymorphism of Spanish Nasal Stops
7 Incorporating Syllable Structure into the Teaching of Spanish Pronunciation
8 Improving Non-Native Pronunciation: Teaching Prosody to Learners of Spanish as a Second/Foreign Language
Pedagogical Challenges and Suggestions for the Classroom
9 Spanish Pronunciation and Teaching Dialectal Variation
10 Incorporating Technology into the Teaching of Spanish Pronunciation
11 Navigating Orthographic Issues in the Teaching of Spanish Pronunciation
Yasaman Rafat and Scott James Perry
12 The Role of Perception in Learning Spanish Pronunciation
C. Elizabeth Goodin-Mayeda
13 An Analytical Approach to Teaching Spanish Pronunciation to Native Speakers of German: First Language and Age of First Exposure as Crucial Factors
Conxita Lleó and Marta Ulloa
14 Teaching Pronunciation to Spanish Heritage Speakers
Amanda Boomershine and Rebecca Ronquest
15 Spanish Pronunciation and Teacher Training: Challenges and Suggestions
Manuel Delicado Cantero, William Steed, and Alfredo Herrero de Haro
The Routledge Advances in Spanish Language Teaching series provides a showcase for the latest research on the teaching and learning of Spanish. It publishes high-quality authored books, research monographs and edited volumes on innovative methods and theories.
The series takes a multiple-perspective approach, with titles focusing on core topics in the areas of applied linguistics, Spanish language and grammar, second language skills, sociolinguistic and cultural aspects of language acquisition and Spanish for academic purposes. Through a discussion of problems, issues and possible solutions, books in the series combine theoretical and practical aspects, which readers can apply in the teaching of the language.
Published in English or in Spanish, titles in the series are intended for postgraduate students, teachers and university lecturers. They are also ideal for foreign language professionals returning to academic study and for curriculum developers interested in updating their knowledge and expertise. Proposals for the series will be welcomed by the Series Editor.