When a psycholinguist enters the multilingual classroom

Abstract

There is a general agreement that teachers experience challenges when it comes to dealing with learners who already use two languages daily (Angelovska, 2019). Several learner individual differences could influence the outcomes in pronunciation learning and teaching, e.g., the three (or more) sound systems, the potential sources for transfer, or the transfer type and direction to name but a few. This chapter aims to bridge the gap between research and practice by informing the practice of pronunciation teaching. First, some of the psycholinguistic accounts of L3/Ln pronunciation acquisition are described. Then, a discussion follows about what research evidence we have and that which we lack for L3/Ln pronunciation teaching. Finally, possible implications for teaching in multilingual classrooms are proposed.