In Australia, the teaching of pronunciation is embedded in the curriculum of a national adult migrant English program offering English as an additional language (EAL) tuition to newly arrived migrants. Students in the program who have had limited opportunities to develop print literacy in English or their first languages are offered tuition in pre-level EAL classes. Teachers of these students lack access to relevant training or research on oral skills pedagogies but are expected to integrate pronunciation teaching into their lessons. This article examines pre-level teachers’ pronunciation teaching practices in the Australian adult EAL context. The study introduced teachers to a practitioner research approach of professional learning through a series of exploratory practice (EP) focus group sessions. Using the lens of the theory of practice architectures, this article describes how teachers engaged in the EP process of puzzling to foster a praxis orientation towards the teaching of EAL pronunciation with preliterate adults. Findings revealed that the practices of puzzling facilitated the development of teachers’ understandings and enabled practices of pronunciation teaching to be tailored to their local teaching context. The puzzling process, initiated by the researcher in the first session, was taken up by teachers in subsequent sessions and fostered a praxis-oriented approach to learning viewed as important by teachers. The study has implications for pronunciation teaching research as it puts forward an innovative, practice architectures theoretical framing of EP and offers new insights into pronunciation teacher learning in the adult migrant EAL context.

中文翻译：

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探索性练习拼图作为澳大利亚成年移民 EAL 教育中面向实践的发音教师学习


在澳大利亚，发音教学被嵌入到全国成人移民英语课程的课程中，为新抵达的移民提供英语作为附加语言 （EAL） 的教学。该计划中学生在发展英语或第一语言的印刷素养方面的机会有限，可以参加预备 EAL 课程。这些学生的教师无法获得有关口语技能教学法的相关培训或研究，但希望将发音教学整合到他们的课程中。本文研究了澳大利亚成人 EAL 背景下 pre-level 教师的发音教学实践。该研究通过一系列探索性实践 （EP） 焦点小组会议，向教师介绍了专业学习的从业者研究方法。本文使用实践架构理论的视角，描述了教师如何参与 EP 拼图过程，以培养对识字前成人的 EAL 发音教学的实践导向。研究结果表明，拼图的做法促进了教师理解的发展，并使发音教学的实践能够根据当地的教学环境进行调整。这个令人费解的过程由研究人员在第一节课中发起，在随后的课程中被教师采用，并培养了一种以实践为导向的学习方法，教师认为这种方法很重要。该研究对发音教学研究具有意义，因为它提出了一种创新的实践架构 EP 理论框架，并为成年移民 EAL 背景下的发音教师学习提供了新的见解。