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1. What is the American accent, actually? In fact, there is not one kind of American accent. The US is huge, and people from different regions speak with different accents. A guy from Texas can sound quite different from one in New York. There isn't even one type of New Yorker accent. Similarly, there are different types of Californian accents. Want some proof for the diversity of the accents? One movie can show you right away. If you have watched Cars, by Pixar, you'll notice that Lightning McQueen (The red car) speaks English very differently from Mater (the truck). This is because Mater has
I am always bemused that the phonics versus whole language debate is, well, a debate. Education systems swing back and forth between the two, much to the annoyance of many educators and the detriment of children. First I will give you an overview (admittedly simplified) of each approach.
In my job teaching the American accent, I advise and coach many people who were born in India but now work in the US. Thousands of Indian born professionals living in the US have amazing technology, engineering and medical skills. American companies value their professionalism, knowledge and work ethic.
Instant or Sight words are the words a reader must recognize immediately. These words are the most commonly used words in the English language and interestingly, many of them are difficult to teach by phonics and are not easily represented by pictures. The most common sight word lists are Dolch Sight Words and Fry Instant Words. Teaching sight words is not the same as the Whole Language approach to teaching reading.
Many years ago, a presenter at an ESL conference I attended began his stimulating, and very memorable, presentation with a ten minute mini lesson in . . . Thai! The audience of ESL teachers, syllabus planners and curriculum designers was stunned, but the point was effectively made: Learning correct pronunciation and intonation in a foreign language is not as simple as ESL teachers seem to think!
Pronunciation is an integrated and integral part of second/foreign language learning since it directly affects learners’ communicative competence as well as performance to a substantial extent. Notwithstanding, the teaching of EFL pronunciation has received varied treatment from having no room in the synthetic syllabus and the grammar-translation method to being the cardinal focus in the situational syllabus and the audio-lingual method in which emphasis is