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| LEADERSHIP UPDATES |
| LETTER FROM THE CHAIR |
Susan Spezzini, University of Alabama at Birmingham, Birmingham, Alabama, USA |
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| LETTER FROM THE PAST-CHAIR |
Veronica G. Sardegna, Duquesne University, Pittsburg, Pennsylvania, USA |
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| ARTICLES |
| RECONCEPTUALIZING L2 LISTENING COMPREHENSION: A FOCUS ON FIVE CONSCIOUS-RAISING BOTTOM-UP STRATEGIES |
Jennifer A. Lacroix, Boston University, Boston, Massachusetts, USA and Abigail J. Castle, University of Iowa, Iowa City, Iowa, USA |
A shift in pedagogical focus to teaching bottom-up listening skills allows second language learners to anticipate and perceive the features of spoken English and therefore improve their ability to decipher meaning in the speech stream. This practice-oriented article highlights five strategies that ELTs can use to reconceptualize their academic listening pedagogy.
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| THREE DIGITAL TECHNOLOGIES THAT STRENGTHEN ENGLISH LEARNERS' BOTTOM-UP LISTENING SKILLS |
Sharon Tjaden-Glass, University of Dayton, Dayton, Ohio, USA |
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Using Kahoot!, Lyricstraining.com, and Youglish.com, English learners can participate in engaging and interactive activities that target their bottom-up listening skills. Read More |
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| TEACHING FOR INTELLIGIBILITY: A FRAMEWORK |
Wayne Dickerson, University of Illinois at Urbana-Champaign, Urbana, Illinois, USA |
ESL/EFL pronunciation instruction is often presented as a series of discrete topics variously ordered. This article describes a framework that prioritizes, integrates, and motivates what we teach around the goals of improved intelligibility and meeting the needs of the listener.
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| PREPARING PATHWAY STUDENTS FOR ACADEMIC DISCOURSE: STRUCTURED GROUP SHARE PROJECTS |
Nicole Servais, University of Delaware, Newark, Delaware, USA |
Participation in group projects and discussions with native-English-speaking peers can be overwhelming for nonnative English speakers, not to mention fraught with opportunities for communication breakdowns. Structured group share projects can be a useful way to introduce nonnative English speakers in a university setting to the spoken and unspoken rules of academic discourse.
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| ABOUT THIS COMMUNITY |
| MESSAGE FROM THE EDITOR |
Suzanne Franks, University of Illinois, Urbana, Illinois, USA |
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| MESSAGE FROM THE COEDITOR |
Matthias Maunsell, University of Alabama at Birmingham, Birmingham, Alabama, USA |
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| ACCENTS 2019 |
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