While the philosophy of flipped classroom has recently been drawing much attention of second language teachers, integrating technology into pedagogy is often an issue. This is also the case in pronunciation teaching. Second language pronunciation teaching has been largely dependent on teachers' intuition and beliefs, realized by repetition. Although recent technology developments in the field of linguistics, namely ultrasound imaging, enable visualization of movement and motion inside the mouth, it has not yet been widely used in second language education. In this chapter, taking a self-learning website for Japanese language pronunciation, the authors explore what makes teachers stay away from technology integration into language learning and how this barrier can be overcome to implement a flipped classroom. Specifically, the authors address the importance of taking initiative in planning how technology can be integrated into pedagogy while closely collaborating with and involving other fields of study, like linguistics, as well as information technology.

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Persistent URL dx.doi.org/10.4018/978-1-5225-0783-3.ch090
Citation
Yonemoto, K. (Kazuhiro), Tsuda, A. (Asami), & Hayashi, H. (Hisako). (2016). Implementing a flipped classroom in teaching second language pronunciation: Challenges, solutions, and expectations. In Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 1882–1897). doi:10.4018/978-1-5225-0783-3.ch090