Implementing communicative pronunciation instruction in French sheltered classes: Insights from a design-based study

Abstract

The development of pronunciation skills is crucial for low-literate adolescent learners, as it fosters print literacy (Chao García & Mavrou, 2021) and boosts confidence in using their additional language (Lx) (Baran-Łucarz, 2015). However, many teachers struggle to teach pronunciation (Couper, 2017); instructors in French sheltered classes in Quebec are no exception to this. To address this pedagogical issue, we conducted a design-based study to adapt a pronunciation teaching sequence based on Celce-Murcia et al.’s (2010) communicative framework, specifically designed to equip teachers of French sheltered classes in Quebec. The sequence targeted phonemes with a high functional load in French Lx (Côté, 2023), which are also known to be challenging for Arabic- and Spanish-speaking learners. A teacher piloted the sequence with 16 high school students with limited or interrupted formal education. Semi-structured interviews with the teacher revealed the need for further adjustments to accommodate varying literacy levels. The adapted sequence shows promise and warrants further exploration in similar contexts.

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