The CATESOL Journal

Research provides evidence of effective factors in pronunciation teaching and learning. However, incorporating research into classroom practice is a challenge left to instructors, often without the help of a systematic framework for integrating pronunciation into a curriculum. This article, informed by work with international teaching assistants, offers such a framework. Developed over a 10-year period, the framework was tested in a pre-post classroom-based research study that indicated significant pronunciation improvement. The authors guide classroom instructors and teacher trainers through a 5-stage curriculum-design process for the integration of pronunciation, and they exemplify the use of the framework via the development of an English for Specific Purposes curriculum for international teaching assistants. Each stage includes guiding questions, related research, and demonstration of the outcomes through examples from a curriculum designed for international teaching assistants. The framework provides a practical approach to integrating fundamental building blocks of effective pronunciation instruction into the curriculum design process.