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What are the implications for pronunciation teaching?

Students should be given choice. That is, when students are learning English so that they can use it in international contexts with other non-native speakers from different first languages, they should be given the choice of acquiring a pronunciation that is more relevant to EIL intelligibility than traditional pronunciation syllabuses offer. Up to now, the goal of pronunciation teaching has been to enable students to acquire an accent that is as close as possible to that of a native speaker.

The non-core items are not only unimportant for intelligibility but also socially more appropriate. After all, native speakers have different accents depending on the region where they were born and live.

Finally, students should be given plenty of exposure in their pronunciation classrooms to other non-native accents of English so that they can understand them easily even if a speaker has not yet managed to acquire the core features. For EIL, this is much more important than having classroom exposure to native speaker accents.

https://www.teachingenglish.org.uk/article/global-english-teaching-pronunciation

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All the below things are said to be important for a native speaker listener either because they aid intelligibility or because they are thought to make an accent more appropriate:

All the consonants are important except for 'th' sounds as in 'thin' and 'this'.

Consonant clusters are important at the beginning and in the middle of words. For example, the cluster in the word 'string' cannot be simplified to 'sting' or 'tring' and remain intelligible.

The contrast between long and short vowels is important. For example, the difference between the vowel sounds in 'sit' and seat'.

Nuclear (or tonic) stress is also essential. This is the stress on the most important word (or syllable) in a group of words. For example, there is a difference in meaning between 'My son uses a computer' which is a neutral statement of fact and 'My SON uses a computer', where there is an added meaning (such as that another person known to the speaker and listener does not use a computer).

.https://www.teachingenglish.org.uk/article/global-english-teaching-pronunciation

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What are the implications of EIL for pronunciation? 

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What are the implications of EIL for pronunciation? 

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The emergence of so many different kinds (or 'varieties') of international English has caused a number of linguists to question the use of native speaker pronunciation models in the teaching of English. Their argument is that native speaker accents are not necessarily the most intelligible or appropriate accents when a non-native speaker is communicating with another non-native speaker.
We need to identify which pronunciation features are crucial for mutual understanding when a non-native speaker of English talks to another non-native speaker and which are not at all important. These are often not the same features that are crucial and unimportant for a native speaker of English.
https://www.teachingenglish.org.uk/article/global-english-teaching-pronunciation

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Prescriptivists (generally non-linguists) tend to dismiss ELF as a kind of foreigner talk or what has been disparagingly called BSE--"bad simple English."

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Most contemporary linguists regard English as a lingua franca (ELF) as a valuable means of international communication and a worthwhile object of study, some have challenged the idea that ELF is a distinct variety of English.
https://www.thoughtco.com/english-as-a-lingua-franca-elf-1690578

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The term English as a lingua franca(ELF) refers to the teaching, learning, and use of the English language as a common means of communication (or contact language) for speakers of different native languages.
https://www.thoughtco.com/english-as-a-lingua-franca-elf-1690578

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Teaching pronunciation based on the Lingua Franca Core (or “LFC”) isn’t that much different from teaching based on any other set of pronunciation features:  the teacher needs to be aware of the learners’ needs and goals, and teach and correct them accordingly.If you teach in a multilingual classroom, the learners will already have exposure to a wide range of other L2 accents (though that doesn’t mean they’ll automatically understand all of them easily!)

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Reading about English as a Global Language

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Reading about English as a Global Language

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Activity to work with the learners about English as  a Global Language.

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What activities are useful to work in multilingual classes?

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What activities are useful to work in multilingual classes?

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This is a recording of a demonstration of a student-student dictation activity which can be used to identify priorities for pronunciation work in the multilingual classroom. In such a classroom, students do not share any other language besides English, so they are using English as their lingua 

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This is a recording of a demonstration of a student-student dictation activity which can be used to identify priorities for pronunciation work in the multilingual classroom. In such a classroom, students do not share any other language besides English, so they are using English as their lingua 

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https://youtu.be/GTQvcCXVzAY

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ROBIN WALKER, pronunciation matters, thinking goals, priorities and models

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ROBIN WALKER, pronunciation matters, thinking goals, priorities and models

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1)  The impact of speaking.
2) The impact of listening .
3) The impact of writing.
4) The impact of reading.

https://www.youtube.com/watch?v=497emkwf_fM

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ROBIN WALKER: 'Pronunciation Matters - re-thinking goals, priorities and models'

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The arrival of communicative approaches in the early 1980s has led us to the point where pronunciation now occupies an uncomfortable place in the world of ELT.

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There are four main areas that the LFC focuses on, which are thought to be essential for students to get right if they are to remain intelligible. These are:

1)    Most consonant sounds

2)    Appropriate consonant cluster simplification

3)    Vowel length distinctions

4)    Nuclear stress

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How to teach English as a Lingua Franca?

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How to teach English as a Lingua Franca?

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Katy Simpson Davies and Laura Patsko explain how teachers can teach ELF in their classrooms. Students need to work on producing. It would also be helpful to know the language backgrounds of the people your students will be talking to, in order to work on appropriate accommodation skills, too (in other words, adjusting your expectations of what pronunciation you will hear, according to who is speaking).If you’re using a set coursebook in your class consider how the pronunciation exercises in your coursebook compare to the pronunciation features identified as important for maintaining intelligibility in Jenkins’s data. Then match those areas to the needs of your students. If possible, skip the irrelevant pronunciation exercises and spend more time in priority areas, such as nuclear stress.

https://www.britishcouncil.org/voices-magazine/how-teach-english-lingua-franca-elf

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https://youtu.be/a9ZdC6wZnks

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Until the moon...