Speaker
Description
English is currently expanding beyond the borders of EFL classrooms in Vietnam. Therefore, English teachers in Vietnam are required to be equipped with practical techniques to foster intelligible, confident communication among their learners. However, pronunciation has long been described as the “Cinderella” of language teaching, often receiving less attention than grammar and vocabulary despite its central role in communication. This session explores the role of interference and aims to reposition pronunciation as an engaging and manageable component of everyday English teaching. It trains teachers for communicative pronunciation teaching and intelligibility-focused instruction. Participants will investigate the whys and hows of teaching pronunciation, particularly the common challenges Vietnamese learners face that may be influenced by first-language patterns. Practical techniques such as working with simple musical instruments for rhythm work, guided repetition, and communicative practices will be demonstrated. Examples will be adapted to Vietnamese classroom realities, including mixed levels, large classes, and limited preparation time. Participants will leave with adaptable classroom activities and a clearer framework for prioritizing pronunciation within regular lessons. The session supports more effective English teaching as Vietnam moves toward wider functional use of English.
Biography
Muhammad Jafarpour is an English language teacher and teacher trainer with an MA in ELT and a Cambridge CELTA qualification. He has extensive experience teaching English across diverse contexts, proficiency levels, and age groups. He has designed and delivered teacher-training sessions focused on practical, classroom-oriented methodologies, with particular emphasis on communicative language teaching and pronunciation for intelligibility. His work supports teachers in integrating these approaches into everyday lessons.
He is actively involved in teacher development, promoting reflective practice, teacher agency, and sustainable professional learning. Through his training and mentoring, he has supported teachers in developing more effective, learner-centered instruction and in adapting their teaching to varied classroom conditions, including large classes and mixed-ability groups.
His professional interests include pronunciation teaching, teacher education, IELTS preparation, and the integration of practical pedagogy into real classroom contexts. He is particularly interested in supporting teachers in moving beyond theoretical knowledge and applying strategies that enhance learner engagement and communicative effectiveness.
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