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Article published In:
Journal of Second Language Pronunciation
Vol. 6:2 (2020) ► pp.148–179

Pronunciation among adult Indigenous language learners

The case of SENĆOŦEN /t’/

ORCID logo | University of Victoria

This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.

Keywords: adult Indigenous language learning, SENĆOŦEN, ejectives, hyperarticulation, social identity, language revitalization
Article outline
  • 1.Introduction
  • 2.Pronunciation in ILR: SENĆOŦEN
    • 2.1SENĆOŦEN and Indigenous language learning
    • 2.2Pronunciation in Indigenous language contexts
  • 3.IL2 pronunciation of SENĆOŦEN /t’/
    • 3.1SENĆOŦEN /t’/ and the /t/ ~ /t’/ contrast
    • 3.2Methods
      • Participants
      • Target words and elicitation
      • Data analysis
    • 3.3Results
      • 3.3.1Word-initial ejectives
      • 3.3.2Word-final ejectives
  • 4.Discussion
  • 5.Conclusion
  • Acknowledgments
  • Notes
  • References
Published online: 11 February 2020
DOI logo
https://doi.org/10.1075/jslp.17042.bir
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