Published

2026-01-20

English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis

La perseverancia de los profesores de inglés y sus prácticas de enseñanza de la pronunciación en tiempos de crisis

DOI:

https://doi.org/10.15446/profile.v28n1.117864

Keywords:

COVID-19 pandemic, L2 teacher cognitions, Longitudinal research, Pronunciation teaching, Student wellbeing (en)
Pandemia de COVID-19, Cogniciones de profesores de L2, Investigación longitudinal, Enseñanza de la pronunciación, Bienestar estudiantil (es)

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Longitudinal research contributes to the understanding of teachers’ beliefs and practices, but few such studies have examined teacher development during a time of crisis. This gap is particularly significant in pronunciation pedagogy, where research on teachers’ adaptive strategies remains limited. Building on a six-year study, this paper explores the development of second language teachers’ practices and cognitions (knowledge, beliefs, perceptions) regarding English pronunciation pedagogy during the COVID-19 pandemic. Findings demonstrate a complete initial cessation of pronunciation instruction, but its later reemergence as a priority once lockdown conditions relaxed. These findings further highlight the dynamic nature of teacher cognition in response to crises, and the need for gritty teachers and an enhanced focus on hybrid learning in second language teacher education programs.

La investigación longitudinal ayuda a comprender las creencias y prácticas docentes, pero pocos estudios han examinado el desarrollo del docente en tiempos de crisis. Este artículo, basado en un estudio de seis años, explora cómo evolucionaron las prácticas y las cogniciones de docentes de segunda lengua en la enseñanza de la pronunciación del inglés durante la pandemia de COVID-19. Los hallazgos demuestran una interrupción inicial completa de la instrucción, seguida de su reaparición tras el levantamiento de las restricciones. Se destaca la naturaleza dinámica de la cognición docente ante las crisis, así como la necesidad de contar con docentes resilientes y de integrar el aprendizaje híbrido en los programas de formación de docentes de segundas lenguas.

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How to Cite

APA

Baker, A., Burri, M. & Mister, B. (2026). English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis. Profile: Issues in Teachers’ Professional Development, 28(1), 123–137. https://doi.org/10.15446/profile.v28n1.117864

ACM

[1]
Baker, A., Burri, M. and Mister, B. 2026. English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis. Profile: Issues in Teachers’ Professional Development. 28, 1 (Jan. 2026), 123–137. DOI:https://doi.org/10.15446/profile.v28n1.117864.

ACS

(1)
Baker, A.; Burri, M.; Mister, B. English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis. Profile: Issues Teach. Prof. Dev. 2026, 28, 123-137.

ABNT

BAKER, A.; BURRI, M.; MISTER, B. English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 28, n. 1, p. 123–137, 2026. DOI: 10.15446/profile.v28n1.117864. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/117864. Acesso em: 14 mar. 2026.

Chicago

Baker, Amanda, Michael Burri, and Bianca Mister. 2026. “English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis”. Profile: Issues in Teachers’ Professional Development 28 (1):123-37. https://doi.org/10.15446/profile.v28n1.117864.

Harvard

Baker, A., Burri, M. and Mister, B. (2026) “English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis”, Profile: Issues in Teachers’ Professional Development, 28(1), pp. 123–137. doi: 10.15446/profile.v28n1.117864.

IEEE

[1]
A. Baker, M. Burri, and B. Mister, “English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis”, Profile: Issues Teach. Prof. Dev., vol. 28, no. 1, pp. 123–137, Jan. 2026.

MLA

Baker, A., M. Burri, and B. Mister. “English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis”. Profile: Issues in Teachers’ Professional Development, vol. 28, no. 1, Jan. 2026, pp. 123-37, doi:10.15446/profile.v28n1.117864.

Turabian

Baker, Amanda, Michael Burri, and Bianca Mister. “English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis”. Profile: Issues in Teachers’ Professional Development 28, no. 1 (January 20, 2026): 123–137. Accessed March 14, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/117864.

Vancouver

1.
Baker A, Burri M, Mister B. English Language Teachers’ Grit and Pronunciation Teaching Practices in a Time of Crisis. Profile: Issues Teach. Prof. Dev. [Internet]. 2026 Jan. 20 [cited 2026 Mar. 14];28(1):123-37. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/117864

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Copyright (c) 2026 Amanda Baker, Michael Burri, & Bianca Mister

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