Hi Bonnita,

I haven't looked at "Truespel".  I don't see the point of learning an "intermediate" or in-between code.  My program serves adult ESOL students.  They are immigrants and refugees or sometimes people who have come as such years ago but are just now coming to class.  The focus is on survival and immediate communication.  Time is very limited:  6 to 7hours a week.  We have open enrollment.  We do intensive lessons such as I have described using Pronunciation Pairs and our own in-house stories to teach awareness, discrimination and patterns.  And on the spot mini-lesson as needed.  We use Pronunciation card games from Pro Lingua at various levels for production and discrimination.  We use Clear Speech from time to time.  We always teach about voiced and voiceless.  We use rubber bands for length.  We teach intonation by choral reading and  stress with Cuisenaire rods.  We show linking, etc.  We use a variation of the Human Computer where the teacher stands behind the student but near one ear.  The teacher says a word and the student repaeat several times.  The student' eyes should be closed when you do this as print can interfere.  It always works for me!  Our focus is not on teaching rules but on discovery and usage.  We teach meaning negotiation and reading signals.  The learner has to be aware of a breakdown in communication and has to accept the responsibility to repair it by using all available means.  The learner also has the responsibility to signal the speaker of a problem in communication.  Sometimes higher students will ask or already know about phonetic transcriptions.  In those cases, I give them of 3 systems: IPA, Merriam-Webster and Trager-Smith.  The ESL Miscellany from Pro Lingua has two pages on them.  We have Pronunciation Pedagogy and Theory published by TESOL a while back on our resource shelves too.

Nicole
  ----- Original Message ----- 
  From: Bonnita Solberg 
  To: The Adult English Language Learners Discussion List 
  Sent: Monday, January 08, 2007 7:04 PM
  Subject: [EnglishLanguage 942] Re: Help with pronunciation issues


  Hi Nicole:  I strongly believed the "t" of "ed" sound after  the voiceless "p" was pretty much universal in the US, but I was giving the benefit of the doubt.  I agree about precious; I pronounce  "groceries" as "groshries".  I know there are variations, but it seems to me this system has too many  "variations".  Have you looked through "Truespel"?  Does your program serve ESl students; if so, what pronnciation system do you use?  And what is your opinion of TrueSpel for ESOL adults?  Bonnita  

  Nicole Graves <cnaamh at rcn.com> wrote:
    Bonnita,

    You West Coast accent has nothing to do with saying a [t] at the end of "jumped".  As you know, the [t] ending is the correct one following the voiceless sound [p] + "ed".
    "Precious" could have variations.  How do you pronounce "groceries"?  I say [grosheries]. 

    Nicole B. Graves
    The Center for New Americans
    Amherst, Greenfield, Northampton, MA






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