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Tips on how to use Collins Work on Your Accent in the classroom

Accents are muscular habits. As such, learning a new accent is like learning a gymnastic move, and any teacher should aim to balance the teaching need for muscular repetition with the learner’s need to feel they are making progress. Moving between the ‘simpler’ and more tangible chapters such as plosives (for example, ‘p’ and ‘t’), and more complex but still fundamental concepts and sounds such as the schwa and elision (omitting a written sound) will keep students interested. Here are our main tips for using Collins Work on Your Accent coursebook as a classroom teaching aid:

    • Approach pronunciation systematically and with repetition. Whatever rule you choose to look at you need to give students a solid sensory experience of pronouncing that sound correctly. It can be tempting to move on too quickly when it appears a group have mastered a sound. Complete the unit – words and practice sentences – fully, no matter what you are hearing.
    • One rule per class alongside language coaching is plenty. This will allow for you to see results in each class and for learners to feel progress without being overwhelmed.
    • You don’t need to approach chapters in order. All the units are self-contained and can be taught individually. For a whole term or year of work, the book is broadly laid out in an approachable order (at least this would be the order we would choose to teach).
    • Using a variety of fresh texts and applying what is being learnt to relevant subject matter will give students a sense of achievement and help them to appreciate the usefulness of the work they are doing. When using new material, ensure you keep the focus narrow. For example, if you’ve been working on nasal sounds, pick out only the words in the text that contain that sound.
    • If you yourself speak with a non-Southern English accent, feel free to use your accent as a model. Geography is as good a reason as any to teach a different sound system. Be clear to your students that they are not learning RP and point out how your accent differs.

Happy teaching!


This blog was written by Helen Ashton and Sarah Shepherd, authors of Collins Work on Your Accent coursebook.Work on your accent book cover

About the authors: Helen and Sarah are highly regarded freelance accent and dialect coaches with substantial experience working with students from all around the world. Having trained professionally at London’s influential Central School of Speech and Drama, they now teach both actors and non-native speakers of English how to speak with different accents.

 

Why Accents Matter

We love accents! We make our living helping people learn a variety of different accents, and we celebrate all the different accents that exist. We also know that accents are a big part of our identities and who we are as individuals, so we definitely aren’t interested in teaching everyone to sound the same. However, there are certain occasions where accents can cause problems for understanding, and those are the times when we believe it’s important to work on your accent.

One of those times is when an accent means that a speaker isn’t distinguishing between minimal pairs. This means that there are two words that only have one different sound, but have completely different meanings. For example: ‘live’ and ‘leave’. Speakers of many languages have issues differentiating between the long vowel ‘ee’ /iː/ and the short vowel ‘i’ /ɪ/. This could make it hard to tell the difference between the exclamations ‘I just can’t leave here!’, and ‘I just can’t live here!’. There’s a big difference in meaning, but only one very subtly different vowel sound.

For speakers of English at a more advanced level, accents can still cause problems, but in other ways. For example, someone who has lived their adult life in the UK, but grew up elsewhere speaking another language may have no problem with being understood, but may find that their tone or intention is frequently misunderstood. This can be because so much subtext and subtle emotional meaning in English is conveyed through intonation (the musicality of speech). In English, a falling tone usually conveys finality or certainty, so if (as a non-native speaker) you’re always using falling tones, due to the intonation patterns of your mother tongue, listeners may think that you don’t want to chat any more.

So changing your accent doesn’t mean losing who you are – in fact you can change your accent in ways that allow your true intentions to be understood more easily.


Work on your accent book coverThis blog was written by Helen Ashton and Sarah Shepherd, authors of Collins Work on Your Accent coursebook.

About the authors: Helen and Sarah are highly regarded freelance accent and dialect coaches with substantial experience working with students from all around the world. Having trained professionally at London’s influential Central School of Speech and Drama, they now teach both actors and non-native speakers of English how to speak with different accents.