A general guide to the teaching-learning of suprasegmental features (stress and rhythm) of English pronunciation in a Spanish secondary education bilingual context
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This article examines the importance of teaching pronunciation in the acquisition of English as a second language, which has been gaining importance over time in relation to different teaching methodologies and approaches. However, suprasegmental features (especially stress and rhythm) have not always received the attention they deserve, considering that the main aim of learning a language is effective communication. Furthermore, it is proven that these features play a crucial role in intelligibility. Nevertheless, the most effective methods, strategies, and materials for teaching stress and rhythm are still subjects of ongoing research. Therefore, the main aim is to explore the significance of these pronunciation features to develop effective and practical strategies for classroom use. This teaching and learning process will be guided by the methodology of Content and Language Integrated Learning (CLIL), without losing the focus of an integrative approach tailored to the needs of students in bilingual secondary education.
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