Rajiv Rao is Associate Professor of Spanish in the Department of Spanish and Portuguese at the University of Wisconsin-Madison.

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• IntroductionRajiv RaoPart I The Sound System of Spanish1 Description of Spanish Vowels and Guidelines for Teaching ThemEugenio Martínez Celdrán and Wendy Elvira-García2 Pronunciation in the L2 Spanish Classroom: The Voiceless Stops /p, t, k/Mary L. Zampini3 Suggestions for Teaching Spanish Voiced Stops /b, d, ɡ/ and Their Lenited Allophones [β̞, ð̞, ɣ̞]Manuela González-Bueno4 A Theoretical Framework in the Acquisition and Teaching of Fricatives to L2 Learners of SpanishA. Raymond Elliott5 Issues in the Teaching of Spanish Liquid ConsonantsBenjamin Schmeiser6 The Polymorphism of Spanish Nasal StopsCarlos-Eduardo Piñeros7 Incorporating Syllable Structure into the Teaching of Spanish PronunciationSonia Colina8 Improving Non-Native Pronunciation: Teaching Prosody to Learners of Spanish as a Second/Foreign LanguageCarme de-la-MotaPart II Pedagogical Challenges and Suggestions for the Classroom9 Spanish Pronunciation and Teaching Dialectal VariationGermán Zárate-Sández10 Incorporating Technology into the Teaching of Spanish PronunciationGillian Lord11 Navigating Orthographic Issues in the Teaching of Spanish PronunciationYasaman Rafat and Scott James Perry12 The Role of Perception in Learning Spanish PronunciationC. Elizabeth Goodin-Mayeda13 An Analytical Approach to Teaching Spanish Pronunciation to Native Speakers of German: First Language and Age of First Exposure as Crucial Factors Conxita Lleó and Marta Ulloa14 Teaching Pronunciation to Spanish Heritage SpeakersAmanda Boomershine and Rebecca Ronquest15 Spanish Pronunciation and Teacher Training: Challenges and SuggestionsManuel Delicado Cantero, William Steed, and Alfredo Herrero de HaroGlossary

Rajiv Rao is Associate Professor of Spanish in the Department of Spanish and Portuguese at the University of Wisconsin-Madison.

Select Guide Rating

• IntroductionRajiv RaoPart I The Sound System of Spanish1 Description of Spanish Vowels and Guidelines for Teaching ThemEugenio Martínez Celdrán and Wendy Elvira-García2 Pronunciation in the L2 Spanish Classroom: The Voiceless Stops /p, t, k/Mary L. Zampini3 Suggestions for Teaching Spanish Voiced Stops /b, d, ɡ/ and Their Lenited Allophones [β̞, ð̞, ɣ̞]Manuela González-Bueno4 A Theoretical Framework in the Acquisition and Teaching of Fricatives to L2 Learners of SpanishA. Raymond Elliott5 Issues in the Teaching of Spanish Liquid ConsonantsBenjamin Schmeiser6 The Polymorphism of Spanish Nasal StopsCarlos-Eduardo Piñeros7 Incorporating Syllable Structure into the Teaching of Spanish PronunciationSonia Colina8 Improving Non-Native Pronunciation: Teaching Prosody to Learners of Spanish as a Second/Foreign LanguageCarme de-la-MotaPart II Pedagogical Challenges and Suggestions for the Classroom9 Spanish Pronunciation and Teaching Dialectal VariationGermán Zárate-Sández10 Incorporating Technology into the Teaching of Spanish PronunciationGillian Lord11 Navigating Orthographic Issues in the Teaching of Spanish PronunciationYasaman Rafat and Scott James Perry12 The Role of Perception in Learning Spanish PronunciationC. Elizabeth Goodin-Mayeda13 An Analytical Approach to Teaching Spanish Pronunciation to Native Speakers of German: First Language and Age of First Exposure as Crucial Factors Conxita Lleó and Marta Ulloa14 Teaching Pronunciation to Spanish Heritage SpeakersAmanda Boomershine and Rebecca Ronquest15 Spanish Pronunciation and Teacher Training: Challenges and SuggestionsManuel Delicado Cantero, William Steed, and Alfredo Herrero de HaroGlossary

Rajiv Rao is Associate Professor of Spanish in the Department of Spanish and Portuguese at the University of Wisconsin-Madison.

Select Guide Rating

• IntroductionRajiv RaoPart I The Sound System of Spanish1 Description of Spanish Vowels and Guidelines for Teaching ThemEugenio Martínez Celdrán and Wendy Elvira-García2 Pronunciation in the L2 Spanish Classroom: The Voiceless Stops /p, t, k/Mary L. Zampini3 Suggestions for Teaching Spanish Voiced Stops /b, d, ɡ/ and Their Lenited Allophones [β̞, ð̞, ɣ̞]Manuela González-Bueno4 A Theoretical Framework in the Acquisition and Teaching of Fricatives to L2 Learners of SpanishA. Raymond Elliott5 Issues in the Teaching of Spanish Liquid ConsonantsBenjamin Schmeiser6 The Polymorphism of Spanish Nasal StopsCarlos-Eduardo Piñeros7 Incorporating Syllable Structure into the Teaching of Spanish PronunciationSonia Colina8 Improving Non-Native Pronunciation: Teaching Prosody to Learners of Spanish as a Second/Foreign LanguageCarme de-la-MotaPart II Pedagogical Challenges and Suggestions for the Classroom9 Spanish Pronunciation and Teaching Dialectal VariationGermán Zárate-Sández10 Incorporating Technology into the Teaching of Spanish PronunciationGillian Lord11 Navigating Orthographic Issues in the Teaching of Spanish PronunciationYasaman Rafat and Scott James Perry12 The Role of Perception in Learning Spanish PronunciationC. Elizabeth Goodin-Mayeda13 An Analytical Approach to Teaching Spanish Pronunciation to Native Speakers of German: First Language and Age of First Exposure as Crucial Factors Conxita Lleó and Marta Ulloa14 Teaching Pronunciation to Spanish Heritage SpeakersAmanda Boomershine and Rebecca Ronquest15 Spanish Pronunciation and Teacher Training: Challenges and SuggestionsManuel Delicado Cantero, William Steed, and Alfredo Herrero de HaroGlossary