Highlight written for Fellows: Pronunciation Class

 From Syllables to Songs: A Pronunciation Project for First-Year English Majors

(This highlight was written for  and uploaded to the Department of State's English Language Program's Community of Practice Web platform)


For a first-year “English for Communication” major class at Champasack University, English Language Fellow, Julie Dean, led a 16-week course in “Phonetics and Pronunciation.” The course followed the university’s textbook and curriculum, enriched by the “Color Vowel” system and exercises from the COP (Community of Practice). Students systematically reviewed all English consonant and vowel sounds, building a strong foundation for clearer, more confident speech.

To wrap up the term with energy and creativity, each of the 40 students across two classes selected a favorite English-language song to share. Some students gravitated toward the same songs, with popular choices including Christina Perri’s A Thousand Years and Die with a Smile by Bruno Mars and Lady Gaga. In class, students worked closely with the lyrics—reading aloud, reciting, and refining pronunciation together. After rehearsing, the highlight came: singing the songs as a class. This collaborative moment brought a lot of laughter and connection, while reinforcing targeted pronunciation practice.


As part of the final exam, each student submitted an individual recording of themselves reading the first 10 lines of their chosen song, focusing on accurate articulation of vowel and consonant sounds.

Karaoke and singing are beloved pastimes in Laos—an activity enjoyed across generations, and one that naturally lends itself to language learning. While first-year students are often shy about using English, especially with native-speaking teachers, this project proved to be a low-pressure, high-reward experience. By tapping into popular culture that students already enjoy, the activity lowered affective filters, promoted risk-taking, and made English feel more accessible and enjoyable.



Integrating music into pronunciation lessons made perfect sense for this context. The project didn’t just review sounds—it made them meaningful. Watching students grow in confidence while having fun was one of the most satisfying aspects of the term. This activity was a win: engaging, relevant, and memorable—for both students and especially for me!

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