On one of my travels early in my career, I purchased a Dutch newspaper. As I read through some of the articles, it seemed as if I could understand the subject matter. I asked a Dutch friend to read it to me.

Even though it was written with the Latin alphabet, the same one used for English, the pronunciation was far different than I expected. There was no way for me to follow my friend’s oral reading of the sounds that she used for the letters. Her sounds were very different than my English sounds version of the same letters.

 

This is the problem many other speakers of other languages that use the Latin alphabet have with English pronunciation. Although they are the same symbols or combination, they are assigned differing sounds.

My clients that speak Spanish as a first language have the same struggle.

Here are some reasons why.

 

Spanish is a one of the most common languages spoken in the world, yet the sounds systems do not match the English spellings.

  • Spanish has 5 pure vowels and 5 diphthongs. North American English [NAE] has approximately 18 vowel sounds.
  • Spanish has 18 consonant sounds.   English has 24 consonant sounds.

As you have probably determined, Spanish speakers do not have some of the same vowel sounds, or as many consonant sounds as do NAE [North American English] speakers.

The most notable variant is that Spanish spelling is consistent with how a word is said.

 

Not so with English. Find a copy of the poem “English is Tough Stuff”.  In the title, the last part of “Tough” is said the same way as the last part of “stuff”. Yet the spelling is very different. The remainder of the poem becomes increasingly difficult due to the variances of the spelling.

Why? Because England’s English has been formed though centuries as a language of adaptation to invasions [Anglo-Saxons; Normans: Romans, etc] and then England as a country relying on international commerce.

 

These variances occur throughout English writing, though as children English speakers learn many of the differences through many years of spelling lessons.

However, don’t ask a Native English speaker to recite the poem, “English is Tough Stuff”. They may be almost as baffled as you.

 

Spanish pronunciation differences can interchange:

ship” or “sheep”; “tot” for taught”, or “come” for “comb”; “fool” for ““full” .

They can add the “eh” sound before /s/ consonant blends. “”ehstreet” or “Eh stove”.

 

Of note is the failure to pronounce the end consonant accurately or strongly enough ; e.g. cart for the English word card or brish for bridge or thing for think.

And swallowing of sounds in other consonant clusters; examples: next becomes nes and instead becomes istead.

The rhythm and stress patterns will be different as well. Again, the rules for these patterns are different than English.

 

What to do:

It is critical to be able to hear the differences. Listening training is the first step of each of the following. Stress pattern difference training is usually the beginning format.

Next, producing the sound from words to conversations requires a series of training exercises and guidance in how to change muscle patterns.

Seek professional guidance. Next, practice in a safe forum such as a Toastmasters international club in your area.

 

Phyllis Thesier, MAT CCC-SP has been training professionals in effective English communication, accent management strategies, voice and presentation skills for over 25 years in corporations across the USA and Asia. She offers personal training for individuals and groups in bootcamps and workshops or customized training.

For more information and a free initial assessment, Contact her at p.thesier@accentmgtgroup.com or +01 216 -644-9250.

Are you working on getting your great ideas understood?  You have worked hard to develop these ideas.  Now is your time to shine.  Here is how.

With all that we are asked to do, it is often difficult to recall the sequences of steps necessary to add the American accent.  Here is a quick “review”.

The Review from October 1, 2013: In order of importance:

  • Resolution: Realize that it takes lots of practice to gain a new skill.  Resolve to do what it takes.
  • Professional Software: The best interactive software that I’ve found in the last twenty years is English Talk Shop.  http://www.englishtalkshop.com/.   Start with the “LISTEN & CHOOSE” segment.  You can’t say a sound that you can’t hear!
    Contact me for a discount code on each program. 
  • Find a Mentor:  It’s best to have a native North American English speaker as a mentor to help when there are questions.
  • Toastmasters International clubs:http://www.toastmasters.org/ are good place to find and use mentors. Look up “Find a Club” on the upper right or on the Left sidebar to find clubs near you.  Visit those that say: “Open to all.
  • Decrease your Speaking Rate to 100-110 WPM [Words Per Minute]: Often, your listeners must “edit” what you are saying. That means that it will take them extra time to determine the words.  If they have to edit more than 2 or 3 times in a couple of sentences, they often stop listening.

The “Rest of the Story” May, 2014

  • Listening Discrimination: Can you hear the differences between two words with the two different sounds in single words or short phrases? If we cannot hear the differences in the speech of someone else, then how would we be able to detect if we are pronouncing it correctly or incorrectly?  Your ability to hear the differences in all of your accent targets must be at 90% accuracy across ten sets of ten lists (100 trials). “English Talk Shop” has an excellent tool to help a student accomplish this.
  • Speaking:  Single Words: Basically, one cannot run correctly if they are not walking correctly.  We must start with single words.  One sound at a time –

EXAMPLE: *Target three (3) words with the sound that you want to change

*Practice these initially, at three sets of each target sound in single words. Do this with your mentor.

*Attain a 90% correct on each of three successive sets of each of the sounds.

*Choose 3 more. And continue the process until you have 20-30 words with that target sound in the beginning, middle or final positions of words. Example: “Those: mother: bathe”

  • Phrases: Use the “English Talk Shop” phrases or something similar. Record, listen and assess yourself 20 to 30 times.  Listen and assess.
    Are you at 9 of 10 correct?  If not, ask a mentor to listen and grade you until you are at 90% for each set of 10 phrases.
  • Sentence Reading: Use the sentences in English Talk Shop. Listen and score your efforts.
    Did you make the correct sound/stress pattern/linking 9 out of 10 times? If not, again, use your mentor.
  • Responses in Sentences & Phrases: EXAMPLE:
    *Create your own sentences and phrases with the words with target sound. Or you can type the target word into “Google”.   There you will find multiple sentences from articles or websites.
    *Read and Record these and play each on back.  Does it sound correct? If not, do NOT proceed until you can make the sound correctly.
    *Next:  Pull out a word or phrase and design a new sentence without writing or reading it. Record this.  Does it sound better or worse? Say 90% correctly.
  • Cannot determine this as yet?  Record a “memo” on your phone and text or email it to your mentor.  What do they say?
  • Paragraph Reading:
    *Choose a paragraph from a favorite newspaper or professional publication.  Even better, a white paper related to your industry.  You want to increase your clarity in your industry to increase your prospects of advancing.
    *Hi-light one target sound in all of the words of a paragraph with yellow. For example:  For all of the /th/ sounds throughout the paper.
    *Read, Record, Replay and Assess: Did you produce 90% of them correctly?  If not, do it again until you can do it three (3) times in a row.
  • Still uncertain if it is correct or not?  Record a “memo” on your phone and text or email it to your mentor or to me at: p.thesier@accentmgtgroup.com. I will be happy to listen and give you a free analysis.
  • Finally!    Multiple Sentences: 60 Second Reply: Most of what we do throughout our workday is respond to questions from colleagues and clients on the phone or in meetings.  These are usually “extemporaneous”. This means that we often know what we are talking about, yet it is not a “prepared” speech.  However, these situations often cause individuals to speak less clearly.
  • To practice, have a mentor at your work ask you questions and have you record your responses.  Again, Record, Replay and Assess. How did you do?  If it is not 90% across three successive tries….Try again.  You must be able to have control at an “automatic” level.

UPDATES:

I’m traveling again this summer.  If you are in any of these places, too, Contact me!  Let’s have a cup of tea or coffee.

May 30, 2014 – June 15, 2014: Clients in Massachusetts at TechSandBox.org

June 5, 2014 – TV Guest of Helen Fu: Your Health Compass: http://www.westfordcat.org/

June 5, 2014:  9am – 10:30am Toastmasters at TechSandbox.org

August 20  – 27, 2014: Malaysia:  Toastmasters International World Conference

 

This is the second in the continuing series giving you tips and strategies how to help you ADD the English accent to your speaking style.

English Clarity Basic Strategies: Here is the set of strategies and an interactive software program, “English Talk Shop” that can help you attain better English clarity.   In the following segments, we will address the primary consonants, vowels and other segments that differing languages differ from the North American English [NAE] “Accent”.

Three Things You Need to Know:

  1. The letters in English words do NOT have the same sound rule system as Spanish.
  2. English has many different sounds, rhythm and stress patterns rules that are different than Spanish.
  3. Spanish only shares 20 sounds of the 41 English sounds. And 12 of the 25 rhythm-stress rules.

Sound Components You Need to Know:  All language sound-systems have muscle movement components that make up how each sound is made in a very rapid tiny muscle movement sequences.

Consonants have three components. Place: Manner and Voicing

  • PlaceWhere is the sound made in the mouth? For English Consonants, there are seven (7) possible places.
  • Manner: How is it made?
    • With friction (Fricative):
    • With friction + stopped. (Affricate):
    • With a exPlosion feature? (Plosive);
    • As a gliding sound / (Glide):
    • Or as a liquid free flowing sound? (Liquid)
  • Voicing: Ask yourself – For each consonant in English – Is the larynx (voice box) turned on when the sound is said or is it off?

Vowels of English are made using the voice moving across different select tense or relaxed movements of the tongue and openness of the mouth and jaw.  Other English vowels are blended combination of two single vowels – called diphthongs. For example: /Bet/ (Single vowel sound) versus /Bait/ (a Diphthong )

Differences:  With Consonants, we often see that most substitutions are because of voicing and / or a difference in place (where the tongue goes to make a sound).    Vowel differences between languages are usually in response to:

  • Not having the sound within your first language sound system (“mother tongue”)
  • Difficulty forming the sound around consonants that are not usual sound combinations within the your first language.

Yet, with differing versions/dialects of many languages, it can be most of the components are involved in the substitutions or omissions.  When tired or stressed, muscle groups tend to revert to old learned sequenced sound patterns of movements of the first languageEven though the vocabulary may be English. It may not sound like it.

Although Latin American Spanish has many variances across countries, it is mutually understood in many of the countries.  Spain has some larger variances, yet Latin American Spanish is usually understood in Spain.

The NAE / English sounds that differ:  NOTE-Spellings are often different.    Phonemes in NAE – English that are not found in Spanish include the following vowels and consonants:

Vowels: Spanish has only 5 vowels: English as 17+: Spanish vowels are much shorter in duration than English vowels, so the word will sound “ cut-off” to an English listener

* /ae/ sound as in “ pack” – Common substitution may be an /eh/ as in “peck”

* /ai:/ diphthong – long “I” sound as in “pie” — Common substitution may be an /ah/

* /ei:/ diphthong – long “A” sound as in “ pay;” — Common substitution may be an /e/

* /eh/ short “e” sound as in “pet” — Common substitution may be an /ih/

* /ah/ sound as in “pot” — Common substitution may be an /e-/

* /uah/ diphthong – sound as in “foot”  — Common substitution may be an /ih/

* /ih/ sound as in “pit” — Common substitution may be an /ee/

* /ow/ diphthong – sound as in “Brown” — Common substitution may be an /uh/

Consonants: There be either final consonant deletions or these substitutions; Many consonant blends may have one sound dropped OT with /s/ blends – There is usually an added /eh/ as in “estreet”

* /v/ sound as in “various; river, love”  — Common substitution may sound like  /b/ or /f/

* /z/ sound as in “ zoo; easy; knees” – Common substitution may be an /s/

* /sh/ sound as in “sheet; social; quiche” — Common substitution may be an /s/

* /zh/ sound as in “ vision; beige” – Common substitution may be an /s/ or /z/

* /ch/ sound as in “ chair; nature; watch” — Common substitutions may be an /sh/:

* /J/ sound as in “jeans; logic; package” — Common substitution may be /ch/

* /th/ voiceless – sound as in “ thick; healthy; with” — Common substitution may be a /t/ or /f/

* /th/ voiced – sound as in “these; either, smooth” — Common substitution may be a /d/ or /z/

Listen to each word on a pronunciation website such as the Merriam Webster Dictionary You can see the spelling, the simplified pronunciation, the IPA spelling as well as Hear the pronunciation of the sound in the word.    Record your effort – Have Mentor listen – Then record each word correctly 9 out of 10 times.

Next continue to follow the steps as listed in the English Clarity Basic Strategies from a single word

Now that you have a set of strategies and, hopefully, an interactive software program, or  “English Talk Shop”,  you can attain better English clarity. Here are some English accent targets.

In the following segments, we will address the primary consonants, vowels and other pronunciation code systems that differ from the North American English [NAE] “Accent”.

Sound Components You Need to Know:

All English consonants and vowels have behavioral components that make up how each sound is made in a very rapid tiny muscle movement sequences.

Consonants have three components. Place: Manner and Voicing

Place:  Where is the sound made in the mouth? For Consonants, there are seven (7) possible places.

Manner: How is it made?

  • [a] With Friction (Fricative):
  • [b] With friction + stopped. (Affricate):
  • [c] With a plosive feature? (Plosive);
  • [d] As a gliding sound / (Glide):
  • [e] Or as a liquid free flowing sound? (Liquid)

Voicing: Ask yourself – For each consonant in English – Is the larynx (voice box) turned on when the sound is said or is it off ?

Vowels of English are made using the voice moving across different select tense or relaxed movements of the tongue and openness of the mouth and jaw.  Other English vowels are blended combination of two single vowels – called diphthongs.

Differences:  With Consonants, we often see that most substitutions are because of voicing and / or place.

Vowel differences between languages are usually in response to:

  • Not having the sound within the that individuals mother 1st language sound system or
  • Difficulty forming the sound around consonants that are not usual sound combinations within the first language.

Yet with differing versions/dialects of many languages, it can be all components that are involved in the substitutions or omissions.

When tired or stressed, muscle groups tend to revert to old learned sequenced sound patterns of movements of the first language.  Even though the vocabulary may be English.

LANGUAGE SOUND SYSTEM DIFFERENCES:

Mandarin: Mainland Standard: Although Mandarin has approximately four “dialects” / versions, it is mutually understood across most of China.

The NAE / English sounds that differ:

NOTE- Spellings are often different.

Phonemes in NAE – English that are not found in Mandarin include the following vowels and consonants:

Vowels:

* /ae/ sound as in “ back” – Common substitution may be an /ah/

* /ai:/ diphthong – long “I” sound as in “lime” — Common substitution may be an /ah/

* /ei:/ diphthong – long “A” sound as in “ grey;” — Common substitution may be an /eh/

* /i:/ long “E” sound as in “green” — Common substitution may be an /ih/

* /eh/ sound as in “Red” — Common substitution may be an /ih/

* /ow/ diphthong – sound as in “Yellow”  — Common substitution may be an /ah/

* /oo/ sound as in “Wood” — Common substitution may be an /uh/

* /ow/ diphthong – sound as in “Brown” — Common substitution may be an /uh/

* /u:/ long “U” sound as in “ “Blue” — Common substitution may be an /ah/

Consonants: There be either final consonant deletions or these substitutions;

* /v/ sound as in “various; river, love”  — Common substitution may be an /f/ or /w/

* /z/ sound as in “ zoo; easy; knees” – Common substitution may be an /s/

* /sh/ sound as in “sheet; social; quiche” — Common substitution may be an /s/

* /zh/ sound as in “ vision; beige” — Common substitution may be an /s/ or /z/

* /ch/ sound as in “ chair; nature; watch” — Common substitutions may be an /ts/:

  • (/ts/  & /dz/ are common sounds in Mandarin)

* /J/ sound as in “jeans; logic; package” — Common substitution may be an /dz/

* /th/ voiceless – sound as in “ thick; healthy; with” — Common substitution may be a /s/ or /f/

* /th/ voiced – sound as in “these; either, smooth” — Common substitution may be a /d/ or /z/

Listen to each word on a pronunciation website such as www.dictionary.com.  You can see the spelling, the simplified pronunciation, the IPA spelling as well as Hear the pronunciation of the sound in the word.   Record your effort – Have Mentor listen – Then record correctly 9 out of 10 times.

It takes practice to override old learning. 

Resolve to do what it takes.   Practice and desire make magic happen.

Initial Strategies:

Realize that it takes lots of practice to gain a new skill.  Resolve to do what it takes. This story and video from Fast Company demonstrate the practice across time that each skill takes.

http://www.fastcompany.com/3015027/leadership-now/want-to-conquer-a-new-skill-do-it-every-day

Professional Software:

The best interactive software that I’ve found in the last twenty years is English Talk Shop.

http://www.englishtalkshop.com/

I’ve tried so many software programs and can only recommend English Talk Shop as a premier program. It starts with mastering one’s listening discrimination skill and continues up to common response found in the working world.   *Contact me for a discount code on each program.

Sequential Strategies:
1. Find a Mentor:  It’s best to have a native North American English speaker as a mentor to help when there are questions.  Toastmasters International clubs:  http://www.toastmasters.org/  are good place to find and use mentors. Look up “Find a Club” on the upper right or on the Left sidebar to find clubs near you.  Visit those that say “Open to All”.

Listening discrimination: Can you hear the differences between two words with the two different sounds in single words or short phrases?

If we cannot hear the differences in the speech of someone else, then how would one be able to detect if we are pronouncing it correctly or incorrectly?

Your ability to hear the differences in all of your accent targets must be at 90% accuracy across ten sets of ten lists (100 trials). English Talk Shop has an excellent tool to help a student accomplish this.

3. Speaking:  Speaking Speed:  Many individuals think that English speakers speak very quickly.  Then they try to do this without having control of the English sound system.  It does not work.

All languages have different sound systems that are intricately coordinated by muscles of the mouth and throat. One must speak slower in order to monitor and correct the differences in these movements.

The Rainbow” passage is a standard used by linguists to assess differences in speaking speed of connected words in English.

When the sunlight strikes raindrops in the air, they act as a prism and form a rainbow. The rainbow is a division of white light into many beautiful colors. These take the shape of a long round arch, with its path high above, and its two ends apparently beyond the horizon. There is, according to legend, a boiling pot of gold at one end. People look, but no one ever finds it. When a man looks for something beyond his reach, his friends say he is looking for the pot of gold at the end of the rainbow.

To gain Control of your speaking muscles: You must say and record this paragraph in 55-60 seconds consistently 9 out of 10 times.

4. Speaking: Single Words: Basically, one cannot run correctly if they are not walking correctly. We must start with single words.

  • One sound at a Time –
    • Target three (3) words with the sound that you want to change
    • Practice these at ten sets of each one in single word level initially with your mentor.
    • Attain a 90% correct level on each set of three.
    • Choose 3 more.  And continue the process until you have 20-30 words with that target sound in the initial middle or final positions of words.

5. Speaking: Phrases: Use is English Talk Shop phrases. Record, listen and assess yourself 20 to 30 times.  Listen and assess.  Are you at 9 of 10 correct?  If not, ask a mentor to listen.

6. Speaking: Sentence Reading: Use the sentences in English Talk Shop. Listen and score your efforts.  Did you make the correct sound/stress pattern/linking 9 out of 10 times?

7. Speaking: Sentences / Phrases:

  • Create your own sentences and phrases with the words with target sound.  Or you can type the target word into “Google”.  There you will find multiple sentences from articles or websites.
  • Read and Record these and play each on back.  Does it sound correct? If not, do NOT proceed until you can make the sound correctly.  Ask your mentor to help.
  • Next:  Pull out a word or phrase and design a new sentence without writing or reading it.  Record this.  Does it sound better or worse?
  • Say 90% correctly.
    • Cannot determine this as yet?  Record a “memo” on your phone and text or email it to your mentor.  What do they say?

8. Speaking: Paragraph Reading:

  • Choose a paragraph from a favorite newspaper or professional publication.  Even better, a white paper related to your industry.  You want to increase your clarity in your industry to increase your prospects of advancing.
    • Hi-lite one target sound in all of the words of a paragraph with yellow. For example:  For all of the /th/ sounds throughout the paper.
    • Read, Record, Replay and Assess: Did you produce 90% of them correctly?  If not, do it again.
      Still uncertain if it is correct or not?  Record a “memo” on your phone and text or email it to your mentor or to me at: p.thesier@accentmgtgroup.com. I will be happy to listen.9.  Speaking: Multiple Sentences: 30 Second Reply:  Approximately 50 words: 5-7 SentencesMost of what we do throughout our workday is respond to questions from colleagues and clients on the phone or in meetings.  These are usually “extemporaneous”. This means that we often know what we are talking about, yet it is not a “prepared” speech.  However, these situations often cause individuals to speak less clearly.

      • To practice, have a mentor at your work ask you questions and have you record your responses.  Again, Record, Replay and Assess. How did you do?  If it is not 90%, try again.


      Finally
      :  If you are having a difficulty changing your muscle movements to make the appropriate sound, find a speech pathologist that specializes in Accent Training or contact me at p.thesier@AccentMgtGroup.com.  AMG can help you with your initial issue and then guide you to one of several training options through Accent Management Group, LLC.  We have on-site, on-line individual, group or combination options for training, feedback and practice that start at  $29.95* per hour per person.  [*Group of 5 – Distance Coaching + Mini-Assessment]

Recently, I gave a presentation and a workshop to a large group of International MBA students at Clark University in Worcester, Massachusetts.  Three second-year MBA students assisted me.  Two of them were from China.

Each had a story of  “code-switching” of accents and grammar when they were doing their internships. They noted that when they spoke Mandarin with another student from China before going to a meeting where they spoke English, they found that their American colleagues less understood their English.

After listening to a meeting recording, they understood.  They were “code-switching”: In effect, using some Mandarin sound system, rhythm and grammar rules when they were speaking English.

The confused listener did not understand and stopped listening to the speaker.

Does this happen to you?

A Sports Analogy

All of us watch or play an athletic sport, correct?  And in each one of these sports, the players use the muscles in their legs, arms and hands in similar yet also different moves, timing and strength, dependent upon the desired target movement. Those muscles are the same muscles for each sport, yet moved differently.

As one moves the muscles the same way consistently, the muscles develop adaptation and facilitation to produce the similar sequence with out conscious thought.  This is called procedural memory.

Coaches highly discourage playing different sports during a season so that the athlete does not “confuse” the muscle -procedural memory. Confusing the muscle memory makes them less effective players on the field.

The same holds true for speaking.  Sound systems are practiced repeatedly within our mother tongue or with peers who sound as we do.  Yet when we change to a different language the “accent – procedural memory” of our first language over-rides and code – switching ensues.  Now the listener is confused. The accent that the listener is accustomed to is the one that they grew up with.  When we “code-switch” or use sounds systems/accent of our 1st language with a 2nd language, the listener cannot understand the sounds, rhythm or words to understand the message.

Our listeners try, yet have difficulty understanding and stop listening.  We lose our listener.  And maybe the sale or a promotion………………

Knowing the Different “CODES” 

Sound System or Codes

Sound systems in speaking are produced by muscles in the mouth and throat using with specific movements of the lips, tongue, voice and breath to generate the target sound or movements in coordination with following movements. The timing of the each of these muscles and muscle groups yields changes in sounds, voicing and voicing timing, pitch tones, air-flow, linking, place of the articulators, resonance and rhythm.  Then there are accepted subtle body language behaviors that also contribute to communication.

Talking is another “sport” where we move the same muscles, approximately 72 muscles, and muscle groups around for the same desired results – Winning the game of “Effective communication” in the language we are using or ”playing”.

As said before, languages of the world share some sounds, yet not all.  In the following articles, you’ll see which sounds North American English (NAE) does not share with other languages.

Although there are many, other differences that we will also discuss include:

  • Clusters or consonant blends,
  • Word endings
  • Sound linking between words
  • Rhythm
  • Stress patterns and tones

NEXT TIME:  The strategies for the the sound system and accent “code” of North American English (NAE)

Hot dog with mustard, relish and onionsSummertime is the time to travel, exploring people, places and culture. Yet, we often hesitate to try the foods that are deeply part of the culture, especially when we are not certain what it is or how to pronounce it.

My German physical therapist in Shanghai entertained me with stories of her adventures exploring the USA – from San Diego to Louisiana to Chicago to New Jersey. In each of these areas, she found the local food at the restaurants and festivals, the most interesting.

Here is some Syllable Stress Practice for a few menu interesting items that Anke found.

In the south she encountered “HOP-pin’ John”, a favorite made with black-eyed peas, rice and crackling fried bacon or ham-hock, seasoned with salt, vinegar and differing spices depending on the exact state. It usually had a side dish of cooked greens, such as CO-llard greens, TURnip greens, kale (KAIL), or Chard (“SHARD”). It was supposed to bring “good luck” to the one who ate it. To round out the meal one usually had HOME-made BU-ttermilk (BU-der-milk) BIScuits (BIS-kits) and HONey: Delicious!

Several Chinese friends went to school in Madison, Wisconsin where they experienced Backyard BAR-B-ques (BAR-Bee-kyuz) that often had BRATs /BRAHTS/ (a type of ground meat sausage) on HARD rolls followed by S’MOREs, a dessert of two sweet graham crackers with a MARSH-Mellow and a chocolate /CHO-Kluht/ piece melted together over the BBQ /BarBeeQu/ fire.

Meander into larger American cities and menus become more diverse with American-styled ‘ethnic foods’ such as Chop SU-ey , Rueben /RU-ben/ /SANwich/, Taco /TAHko/, and Lasagna /la-SAHNG-ya/.

To help you learn the pronunciation of food names, you can refer to the International Menu Speller, by Kenneth N. and Lois E. Anderson (New York: John Wiley & Sons, 1993)

Do you want to be able to Communicate Your Brilliance faster?  Let’s talk!  The First 30 Minute Call is FREE.  It may be all that you need.  We will work on a the Your BEST goal first.  Contact me at p.thesier@accentmgtgroup.com or call my office at 920-458-2767.