BackgroundPhonetic transcription is a core skill of speech and language therapists/pathologists (SLT/Ps) for clinical assessment of speech sounds and/or errors, and linguists for investigation of phonetic phenomena in various languages; hence, it is included in the curriculum of the corresponding degree programme. Many experts and course instructors have discussed their opinions on different aspects of phonetic transcription teaching and/or reported their own training programmes. However, no review has systematically summarized the types of expert recommendations and training methodology reported in the literature. Such information is important for mapping the knowledge gaps, refining current teaching and planning further research.AimsTo systematically summarize (1) the materials and procedures for delivering and evaluating phonetic transcription training programmes, and (2) the opinions from experts in phonetic transcription teaching regarding but not limited to the content, rationale(s), format and structure, and timing of teaching phonetic transcription of typical speech and/or disordered speech reported in the literature.Methods & ProceduresA scoping review was carried out by following the Joanna Briggs Institute methodology. PubMed, EBSCOhost and Web of Science were searched and citation searching of included papers was completed. The included papers were divided into training programme reports, of which data (e.g., type and number of speech stimuli used, type and number of learners, outcome measures) were charted, and expert opinion papers, analysed using content analysis.Main contributionA total of 565 studies were retrieved. After excluding duplicates and irrelevant papers and merging two sources that reported the same training, a total of 23 sources on training programmes and six opinion papers were analysed. Most training were for English and for SLT/P students, with some for the linguistics students. There are variations in the training content (with phonetic transcription practice as the main procedure), delivery mode (some presented via websites or computer software), stimuli (audio recordings of typical adults and children with speech disorders were most used), feedback (mostly immediate feedback using answer keys) and outcome measures (mainly transcription accuracy of learners and user opinions). Content analysis of opinion papers determined five main categories: rationale for training; aspects of the delivery of training; transcription; problem areas noted; and strategies/resources.Conclusions & ImplicationsImplications and considerations for teaching are discussed, along with recommendations for research in the design of evidence‐based training. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre‐registration competencies.WHAT THIS PAPER ADDSWhat is already known on this subject
Phonetic transcription is a core skill of SLT/Ps and linguists for clinical speech assessment and research, and it is an important component in the curriculum of the relevant degree programmes. Many experts and course instructors have discussed their opinions regarding phonetic transcription teaching and/or reported their own training programmes in various sources such as books and book chapters, research papers and conference proceedings.What this paper adds to the existing knowledge
The paper reports a scoping review that systematically summarized the materials and procedures for delivering and evaluating phonetic transcription programmes and experts’ opinions and recommendations for phonetic transcription teaching, reported in the literature. The data from these two types of sources allowed an integrated discussion of the various aspects of phonetic transcription training, such as content, format and structure, materials and timing of teaching and the evaluation of training efficacy.What are the potential or actual clinical implications of this work?
The data synthesized and discussed provide a foundation for a review of current practice in phonetic transcription teaching in SLT education. The findings can contribute to the development of general guidelines about phonetic transcription training in educational programmes and the establishment of pre‐registration competencies.
