Recognizing the diversity of English in teaching and assessing phonics

In areas of great cultural and ethnic diversity, students and teachers of varying social and linguistic backgrounds bring different varieties of English to the classroom, each with its own phonological characteristics. However, differences in pronunciation are not always reflected in accepted standards for teaching and assessing phonics.
This panel discussion focused on the importance of integrating linguistic diversity into phonics teaching and assessment. We will be discussing some of the unique phonological traits associated with different varieties of English, as shown in the OED's pronunciation models for World Englishes, and their impact on students' performance in the phonics classroom as well as in standardized testing of pronunciation. The panel shared insights from the research and experiences of language researchers and educators in Australia and Nigeria. The panel covered:
- An overview of the OED's pronunciation models for different varieties of English spoken around the world
- Current perceptions and practices on the teaching and assessment of phonics and what needs to be changed to foster a more inclusive learning environment
- Important aspects to consider when comparing varieties of English for teaching and assessing phonics, such as what to include and what to correct
- Insights from Australia: new guidelines for teachers from the Department of Education of the State Government of Victoria on how to recognize different English pronunciations in phonics instruction
- Insights from Nigeria: towards pluricentricity in the assessment of oral English
For more OED event recordings, please visit:
www.oed.com/in...