Strengthening the nexus of research and practice in CELTA pronunciation instruction

This paper addresses challenges in pronunciation instruction within CELTA (Certificate in Teaching English to Speakers of Other Languages) programs, which often rely on traditional methods with limited integration of research-informed practices. Drawing on insights from a previously published case study and a Delphi study involving pronunciation experts, we propose a sustainable model to enhance teacher training in CELTA and similar contexts. The model integrates top-down dissemination of research findings with bottom-up reflective practices, empowering teachers to adopt innovative techniques, such as multisensory learning approaches, articulatory awareness activities, and leveraging learners’ L1 phonological knowledge. Reflective practices, including micro-action research cycles and collaborative communities of practice, are tailored to CELTA’s intensive format, ensuring feasibility for both in-service and pre-service teachers. By bridging the research-practice gap, the model promotes continuous professional development and addresses the diverse demands of global English language teaching. • Bridging research-practice gap in CELTA pronunciation instruction. • Combining top-down research with teacher reflective practices. • Emphasizing teacher autonomy and professional development. • Promoting multisensory, research-informed pronunciation techniques. • Establishing a dynamic community of practice for tutors and teachers.