Maximising student engagement in learning clinical phonetics and phonology using creative approaches.

Abstract

Clinical phonetics and phonology are essential components of speech and language therapy education, yet many incoming students struggle with early phonetic concepts, particularly the shift from orthographic to sound-based thinking. These difficulties reflect phonetics as a threshold concept requiring repeated and varied practice to achieve accurate sound-to-symbol mapping and analytical skills. More recently, teaching in this area has drawn on innovative approaches to support such practice, with increasing attention to game-based and playful learning. Contributing to this emerging field, this paper presents a set of playful, low-cost learning activities designed to support first-year students in developing core phonetic and phonological knowledge. Grounded in principles of playful learning, the activities create an open, low-stakes environment that encourages exploration, collaboration and productive failure. Examples include black-out poetry tasks that reinforce the distinction between letters and sounds and IPA-adapted word games such as word searches and IPA Scrabble. These playful, interactive approaches enhance engagement, support peer learning and offer adaptable tools for early phonetics teaching across a range of educational contexts.