Table of Contents
The CATESOL Journal (Spring 2018)
John Levis, Ana Wu, & Donna M. Brinton (Guest Editors)
Introduction to the Special Issue
John Levis, Iowa State University
Ana Wu, City College of San Francisco
Feature Articles
Isabelle Darcy, Indiana University
Marsha J. Chan, Sunburst Media
Alison McGregor, University of Texas,
Austin
Marnie Reed, Boston University
Alene Moyer, University of Maryland
Sinem Sonsaat, Iowa State University
John Levis, Iowa State University
Greta Muller Levis, Iowa State University
Christine Lewis, University of Brunei
Darussalam
David Deterding, University of Brunei
Darussalam
Taylor Anne Barriuso, University of Utah
Rachel Hayes-Harb, University of Utah
CATESOL Exchanges
Marla Yoshida, UC Irvine, International
Programs
Andrea Echelberger, Minnesota Literacy
Council
Suzanne Gilchrist McCurdy, University of
Pronunciation: Research into Practice and
Practice into Research
Powerful and Effective Pronunciation
Instruction: How Can We Achieve It?
Embodied Pronunciation Learning:
Research and Practice
Integrating Pronunciation into the English
Language Curriculum: A Framework for
Teachers
An Advantage for Age? Self-Concept and
Self-Regulation as Teachable Foundations in
Second Language Accent
Native and Nonnative English-Speaking
Teachers’ Expectations of Teacher’s
Manuals Accompanying General English and
Pronunciation Skills Books
Teaching High-Value Pronunciation
Features: Contrastive Stress for Intermediate
Learners
Word Stress and Pronunciation Teaching in
English as a Lingua Franca Contexts
High Variability Phonetic Training as a
Bridge from Research to Practice
Choosing Technology Tools to Meet
Pronunciation Teaching and Learning Goals
Utilizing a Study Circle Model to Improve
Teacher Confidence and Proficiency in
Delivering Pronunciation Instruction in the
 Minnesota
Betsy Parrish, Hamline University
Erin Zimmerman, American University of
Beirut
Shem Macdonald, La Trobe University
Murray Munro, Simon Fraser University
Donna M. Brinton, Educational Consultant, Reconciling Theory and Practice
Los Angeles, California
Classroom
Reconsidering Assumptions of Beginner
Teachers’ Needs: An Examination of
Commonly Used Pronunciation Textbooks
Pronunciation Tutorials: Not Only Sounds,
But Also Awareness of Self and Context
How Well Can We Predict L2 Learners’
Pronunciation Difficulties?

Reviews
Ellen Rosenfield, University of California, Review of Mark Hancock’s PronPack
Berkeley (Hancock McDonald ELT)
Ivanne Deneroff, University of California, Review of Marla Yoshida’s Beyond Repeat
Santa Barbara After Me (TESOL Publications)
Carolyn Quarterman, Duke University Review of Tamara Jones’ Pronunciation in
the Classroom: The Overlooked Essential
(TESOL Publications)
Janet Goodwin, University of California, Review of John Murphy’s Teaching the
Los Angeles Pronunciation of English: Focus on Whole
Courses (University of Michigan Press)
Alif Owen Silpachal, Iowa State University Review of Jose A. Mompean and Jonás
Fouz-González’ Investigating English
Pronunciation: Trends and Directions by
(Palgrave Macmillan)
Barry D. Griner, University of Southern Review of Marina Cantarutti’s Pronunciation
California Bites (blog)