TfCS services encompass various pedagogies that present a well-rounded learning experience for participants. Speech Consultants focus on problematic areas of overall speaking ability, which is explained by pronunciation, grammatical, and pragmatic control (for a more detailed description of our model of speaking ability, please click here). Depending on the area of focus and individual needs, participants can be exposed to guided, habit-forming practice of pronunciation features such as intonation, rhythm, and consonant and vowel sounds, effective acquisition of difficult grammar forms, academic and vocational vocabulary, and cultivation of authentic language use.
One-to-One Sessions offer individualized instruction and can include a wide range of targeted pronunciation and clear speech practice. Focused Skills Series (FSS) sessions, TfCS Overview Workshops, and Conversation Hours create communal learning environments wherein participants work on integrated skills in diverse contexts. We also offer the Oral Communication Video Assessment (OCVA), a brief, private diagnostic test of participants’ ability to speak English effectively and intelligibly in a real-world setting. All services are developed by TfCS Speech Consultants.
In addition to a host of in-house services, TfCS offers a suite of online materials in its innovative Tools To-Go module that enable independent learning through effective self-study strategies and authentic content. Speech Consultants utilize these resources in face-to-face sessions and refer participants to specific content for individualized daily practice and repetition, thereby raising awareness and encouraging autonomous learning.
A fundamental pillar of our program’s approach is that intelligibility, defined as how much of one’s speech is understood, is a central component of communicative success. As opposed to teaching individuals how to communicate like “native English speakers,” TfCS eschews the unrealistic aims of accent reduction in order to focus on a more cogent and encompassing approach to effective communication. Research in this area has shown that: (1) it is extremely difficult to completely mask the accent from one’s first language, and (2) a strong accent does not necessarily impede intelligibility. In fact, one can have a very strong accent and still be completely understood. Moreover, in today’s globalized society, accentedness that does not impede intelligibility should not be viewed as a hindrance, but instead a reality of multilingual and multicultural interaction. In light of these considerations, and in support of Baruch College’s goals to make global perspectives more central to the student experience, TfCS emphasizes the importance of being clearly understood when communicating. For research on the topic of intelligibility, please see below.
TfCS Research
TfCS pedagogy for participant intelligibility at Baruch College is in many ways influenced by research presented in the following publications. Though this is certainly not a comprehensive list (and one that will continue to grow), we invite all who are interested in gaining a deeper understanding of our approach to explore the work below.
We are also very interested in fielding comments or questions from our colleagues and participants. Feel free to contact us at TfCS@baruch.cuny.edu.
Articles Related to Intelligibility, Comprehensibility, and Accent
Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in second language acquisition, 19(01), 1-16.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393-410.
Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(04), 476-490.
Levis, J. (2011). Assessing speech intelligibility: Experts listen to two students. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 56-69), Ames, IA: Iowa State University.
Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility and intelligibility in the speech of second language learners. Language Learning, 45, 73–97.
Articles Related to Explicit Pronunciation Instruction
Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53-70.
Couper, G. (2006). The short and long-term effects of pronunciation instruction. Prospect, 21(1), 46-66.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48(3), 393-410.
Derwing, T. M., & Rossiter, M. (2003). The effects of pronunciation instruction on the accuracy, fluency, and complexity of L2 accented speech. Applied Language Learning, 13(1), 1-17.
Derwing, T., Thomson, R., & Munro, M. (2006). English pronunciation and fluency development in Mandarin and Slavic speakers. System, 34(2), 183-193.
Hanlon, E. (2005). The role of self-judgment and other-perception in English pronunciation attainment by adult speakers of Spanish (Doctoral dissertation). Retrieved from ProQuest.
OCVA Research and Background
The Oral Communication Video Assessment is a useful tool for a variety of purposes and audiences. Students, faculty, and staff may use the results to make decisions for areas of further work. Students will be empowered to make learning decisions about areas that need improvement based on quantified data results. Faculty may use this information to make informed pedagogical decisions tailored to their teaching contexts, and the Tools for Clear Speech staff will use this information to make informed decisions on how and where to allocate resources in order to better serve students’ needs.
Research and review of literature considered in the development of the OCVA can be found below. Please direct all questions or comments regarding this background to the Tools for Clear Speech Program Director, DJ Dolack at Dennis.Dolack@baruch.cuny.edu.
TfCS Speaking Construct Definition, Review of Literature (PDF)