Abstract

This article examines some central aspects of L2 pronunciation instruction, such as nativeness, foreign accent, types of instruction, and strategies for pronunciation instruction. First, it reflects on the native and non-native dichotomy as pillars to understand its implications on the theorization of L2 speech. Secondly, it addresses the phenomenon of foreign accents and their relationship to the native and non-native dichotomy for L2 speech, taking into accounts cognitive and social variables related to foreign accent as well as critically reflecting on the construct. Thirdly, it discusses bottom-up and top-down approaches to L2 pronunciation instruction in relation to the native and non-native dichotomy and foreign accent. Notably, it describes two different types of instruction according to LaScotte et al.: one that focuses on the imitation of native-like speech, which is labeled as bottom-up instruction, and one that focuses on intelligibility and meaning negotiation, which is called top-down instruction. Later, it explains key concepts for top-down pronunciation instruction, such as intelligibility, communicative competence, and speakers’ identities. Next, it suggests activities to implement top-down instruction in the L2 classroom, which allows for developing communicative competence while considering intelligibility and speakers’ identities in the target language. Lastly, it reflects on the importance of teaching pronunciation as an interactional phenomenon in the L2 classroom. Copyright © 2025 by the author(s). Published by Bilingual Publishing Group.