Teaching Pronunciation to Young Learners in an ELF Context An Analysis of Pronunciation Activities in English Coursebooks for the Primary School

Abstract

This paper deals with the teaching of English pronunciation in the primary classroom. It starts from two major premises. First, the Lingua Franca status of English (ELF), which has prompted a shift in pronunciation teaching from the attainment of a native accent to the achievement of mutual intelligibility. Second, the features of today’s primary classroom, which is de facto an ELF context, the school population being characterised by a growing number of multilingual pupils and of non-native teachers of English. Three English coursebooks for the primary school are analysed to investigate: 1) if and which pronunciation-focussed activities are suggested; 2) if and what support is provided to the primary teacher to make the most of the activities; 3) whether any of such activities/support show a trend towards an early inclusion of ELF-aware pronunciation pedagogy.