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in our classroom, trying to get Vietnamese students to produce the 'f' sound. :-)

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teachers work individually. There's very little sharing of ideas, suggestions, questions. Also, each class goes for two days only. Teachers then pack up their gear, so that another teacher can use the room the next day. It can often be very isolating.

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How to fit phonics in within context of mainstream curriculum? Who's responsibility? How can we make teachers across the domains or generalist teachers see that they too can teach phonics in their classrooms?

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How to fit phonics in within context of mainstream curriculum? Who's responsibility? How can we make teachers across the domains or generalist teachers see that they too can teach phonics in their classrooms?

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Expensive resources if wanting a coherent / consistent approach

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Expensive resources if wanting a coherent / consistent approach

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How to help students produce the sound, when they can't "hear" the sound(s)?

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How to help students produce the sound, when they can't "hear" the sound(s)?

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Transferring knowledge from one word to a set of words

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My students struggle with producing certain sounds.

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My students struggle with producing certain sounds.

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Students show marked improvement when our focus is pronunciation, but it's so easy for them to lapse back into old habits. And I don't feel it is appropriate or beneficial to pick them up on mispronounced words every time they happen.

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Students show marked improvement when our focus is pronunciation, but it's so easy for them to lapse back into old habits. And I don't feel it is appropriate or beneficial to pick them up on mispronounced words every time they happen.

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Having students to record themselves on their ]phones helps with better understanding where their difficulties are

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Having students to record themselves on their ]phones helps with better understanding where their difficulties are

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many teachers in the school who have different accents themselves teaching different pronunciations

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many teachers in the school who have different accents themselves teaching different pronunciations

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continuous enrolment in the AMEP - a challenge

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Convincing some students that 'global' English has many forms and sounds

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Convincing some students that 'global' English has many forms and sounds

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How to positively use students' other spoken languages in teaching English pronunciation, without making them feel negative about knowing other languages.
How to integrate listening and speaking into common classroom activities
I can't seem to find resources that focus on a step-by-step method in pronunciation, like in writing a narrative for example.

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Helping students to hear the sounds in a noise team teaching classroom and having the teachers slow down and articulate well so the students can understand.

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Students become confused between different parts of speech

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Students become confused between different parts of speech

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... intonation syllable stress and individual phoneme pronunciation

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Students say they don't really practise outside class.

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Students say they don't really practise outside class.

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My students are from China and struggle with syllables and different vowel sounds. For example: 'fan' versus 'fun'.

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My students are from China and struggle with syllables and different vowel sounds. For example: 'fan' versus 'fun'.

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How to get some students to make sounds like R (for Asian countries) and diphthong sounds for those languages that don't have such a thing (Vietnamese)  

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How to get some students to make sounds like R (for Asian countries) and diphthong sounds for those languages that don't have such a thing (Vietnamese)  

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Has anyone not received their log in details yet? I have RSVP'd - Linda

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Has anyone not received their log in details yet? I have RSVP'd - Linda

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teaching tafe students from different countries who have different needs e.g Arabic and Vietnamese speakers in the same class. 

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teaching tafe students from different countries who have different needs e.g Arabic and Vietnamese speakers in the same class. 

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Teaching strategies for lower level classes with focus on continued practise.

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Teaching strategies for lower level classes with focus on continued practise.

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Pronunciation - phonics - spelling - meaning .... where to start? how to start...?

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Pronunciation - phonics - spelling - meaning .... where to start? how to start...?

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How do phonics approaches fit into pronunciation?

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How do phonics approaches fit into pronunciation?

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Is there a place for Cued Articulation in the context of EAL?

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Is there a place for Cued Articulation in the context of EAL?

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If I stop a student to correct every mispronounced word I feel like they never get any flow to their reading, and the interruptions mean they might not get the meaning out of what they have read

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If I stop a student to correct every mispronounced word I feel like they never get any flow to their reading, and the interruptions mean they might not get the meaning out of what they have read

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My school has no school culture or policy for pronunciation instruction. Everyone ends up sticking with listen and repeat. 

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My school has no school culture or policy for pronunciation instruction. Everyone ends up sticking with listen and repeat. 

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... how much time to spend on difficulties only one or maybe a few students have in the classroom, or should we be making time to work with them individually or in small groups?

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I find it difficult to know when I should correct a mispronounced word or phrase.

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There is already so much curriculum to cover