These speaking artifacts give useful categories of language and ideas about pronunciation.

They introduce ideas about sounds that differ

between languages and common language situations required for English.

Source
Imitation and Habit Formation in Second Language Acquisition
Adding English: A guide to Teaching Multilingual Classrooms by Elizabeth Coelho
Page 142-143
https://books.google.ca/books?id=_RDWv9QBJc0C&pg=PA142&lpg=PA142&dq=%22Second+language+learners+learn+to+pronounce+the+sou
nds+and+words+of+the+new+language+in+the+same+way+as+they+learned+to+utter+the+sounds+of+their+first+language:+through+imitation%
22&source=bl&ots=WyizknipPT&sig=FxvmPwC85SCGhmNfLoZGAnhkE1Y&hl=en&sa=X&ved=2ahUKEwirm7L70ODcAhViqlkKHRMLBwkQ6AE
wAHoECAAQAQ#v=snippet&q=%22because%20they%20have%20already%20refined%22&f=false
Artifact
Second language learners learn to pronounce the sounds and words of the new language in the same way as they learned to utter the sounds of
their first language: through imitation. Because they have already refined their production of sounds to match the language environment in which
they first learned to talk, however, they may have difficulty recognizing and producing some of the sounds of a new language…Moving their
mouths and tongues in unfamiliar ways can also be very difficult. As a result, English language learners may encounter difficulty with language
features like the following: • the sounds represented by thin and this: These are difficult for most learners of English because these sounds are
rare in the world's languages. Learners may actually hear these sounds as /t/ and /d/. • the sounds represented by the letters v and w:
Distinguishing between these is difficult for students whose first languages do not include one of these sounds. • the sounds represented by the
letters l and r: Distinguishing between these is difficult for students whose first languages either do not include one of these sounds or include a
different version of the sound.
Rationale
This artifact describes and gives examples of some common pronunciation challenges. I selected it because, as a singer, I find pronunciation very
interesting! It also affects my teaching in 2 different contexts. I teach ELL, so I help students directly with their pronunciation in a sheltered setting
that is a safe space. I make a point of learning to pronounce their names properly and have them teach me a few words in their language so that I
can be vulnerable like they are when I correct their pronunciation. I also teach a choir class, where I love having students from China and Korea
because they often have much more music education than students from Ontario. These students are often very detail oriented, disciplined and
very strong music readers. Their pronunciation however, is often still developing. This year, I was unsure about how much of their language to
correct. Diction is a very important aspect of choir and it is fairly obvious when someone is singing differently from everyone else. This year, I
chose not to focus on pronunciation that was from accents but am unsure if I made the right choice. If those students had have been in my ELL
class, I likely would have corrected them. I like that this excerpt gives the specific sounds that are commonly misunderstood along with the
explanation. I will start looking for and planning lessons specifically focused on the sounds listed. I would like to do more research how explicitly to
teach the sounds. If students are unable to hear the sounds (which is also super interesting!) or hear them differently, can they be taught to hear
them another way?

Source
Functional Categories of Language
Second and Foreign Language Teaching Methods
http://moramodules.com/ALMMethods.htm#Functional
Artifact
Personal = Clarifying or arranging one’s ideas; expressing one’s thoughts or feelings: love, joy, pleasure, happiness, surprise, likes, satisfaction,
dislikes, disappointment, distress, pain, anger, anguish, fear, anxiety, sorrow, frustration, annoyance at missed opportunities, moral, intellectual
and social concerns; and the everyday feelings of hunger, thirst, fatigue, sleepiness, cold, or warmth
Interpersonal = Enabling us to establish and maintain desirable social and working relationships: Enabling us to establish and maintain desirable
social and working relationships:
*List of Categories*
Rationale
This artifact lists the, “functional categories of language”. It gives a list of personal and interpersonal communication requirements that allow
people to, “establish and maintain desirable social and working relationships”. I chose this artifact because I think the topics are so practical! I also
have confirmed in this course that students from different cultures may express some of these things differently, so it would be invaluable to
review these situations. It would also allow for all of the different strands. I would maybe use these topics as starters for my morning “question” as
it became hard to come up with questions. We could even do skits, which would be great for presentation and grammar skills. These situations
are important for ELLs because becoming comfortable in familiar situations will help ELLs to feel more safe and comfortable in the classroom and
in the community. It will also help them as they explore extra-curricular activities and work/volunteer opportunities. It would also give them an
opportunity to explore different cultures while activating their own prior knowledge.