Gerald Kelly

Biography

After spells in various jobs (nursing, sign-language teaching, postman and others) Gerald moved into English Language Teaching through the CELTA (then RSA Prep Cert) route in 1986, and taught initially in Spain for 2 ½ years. ADSS Gerald Kelly Facultystaff 255After spells in various jobs (nursing, sign-language teaching, postman and others) I moved into English Language Teaching through the CELTA (then RSA Prep Cert) route in 1986, and taught initially in Spain for 2 ½ years. Returning to the UK, I taught in private language schools in London, and began training teachers in 1991, running CELTA and other training courses, and becoming an assessor for the CELTA scheme. I was Director of Teacher Training at a large language school until 2001, when my department was closed and I was made redundant. There followed a year working in FE, until I discovered the wonders of the North-East, and began working at Northumbria. Soon after completing my MA, in 1997, I was lucky enough to be given the chance to write a book on pronunciation teaching, for Longman (“How to Teach Pronunciation”), which was eventually published in 2000, and continues to sell well. I followed this with a workbook for a Longman series, which continues to not sell so well. I have also written extensive materials for language learning websites, been an online teacher-trainer, and been a reader for various series of TESOL-related books and web materials, as well as co-editor of a now-defunct journal. I now teach on the MA Applied Linguistics for TESOL, the MA TESOL, and also the BA English Language Studies and BA English Language and Literature. I give frequent talks and invited presentations, mostly on issues connected with pronunciation teaching and teacher training. “How to Teach Pronunciation” also exists in a Thai translation, a special edition for the Indian sub-continent (with Dorling-Kindersley). Qualifications

Research Interest

My research interests centre round pronunciation teaching and phonology generally. I am particularly interested in investigating the role of intonation as an organising principle in linguistic communication, and also looking into links between intonation and formulaic language. Formulaic language and it’s role in language production and processing is also central to my interest in the wider field of psycholinguistics. Given my background in TESOL, I also retain my enthusiasm for and interest in most aspects of teacher training.