Robin reflects on his journey into pronunciation teaching, from arriving in Spain with a chemistry degree to becoming a key voice in the field of English as a Lingua Franca. The conversation explores what Jennifer Jenkins' Lingua Franca Core means in practice for classroom teachers, and why the assumption that native speaker accents are automatically intelligible deserves to be challenged.

They also discuss the critical distinction between accent and intelligibility, drawing on the research of Tracy Derwing and Murray Monroe, the surprising connection between pronunciation knowledge and reading comprehension via the phonological loop, and what teachers should prioritise when working with learners in international contexts.

Robin also shares reflections on his years as editor of Speak Out, including the making of the landmark 50th issue, the psychological damage that school language learning can leave on adult learners' self-esteem, and his thoughts on what human teachers offer that artificial intelligence cannot replicate.

Jane reflects on her journey into pronunciation teaching, from teaching at summer language schools in the 1980s to becoming a prominent voice in the field of phonetics and pronunciation research. The conversation explores how pronunciation teaching has evolved over the past four decades — from a focus on “correct” accents to a greater emphasis on intelligibility and communication in global English.

They also discuss analytical listening skills, the legacy of Received Pronunciation, the impact of English as a Lingua Franca research, and what teachers should prioritise when helping learners develop clear and effective spoken English.

Jane also shares insights from her research on speech rhythm in Hong Kong English, her work on phonetic symbols and pronunciation dictionaries, and the social meanings attached to accent and voice.

Jonathan reflects on his early career in the 1980s at International House Hastings and the people and experiences that led to the creation of PronSIG. He discusses how a community of teachers interested in pronunciation developed through newsletters, workshops, and conferences at a time when pronunciation was often given limited attention.

The conversation also touches on Jonathan’s personal interest in pronunciation, early encounters with phonology in teacher training, changes in pronunciation teaching over time, and wider reflections on English spelling, accent variation, and professional development in ELT.