Voice and Mirroring in L2 Pronunciation Instruction presents an approach to teaching pronunciation which aims for learners to internalize the "voices" (complexes of linguistic and non-linguistic features that embody particular speakers' emotion, social stance, and group identification) of proficient speakers of the second language (L2). Beginning with a review of "bottom-up" and "top-down" approaches to second language acquisition (SLA) research and pronunciation teaching, the authors present previously published and new findings in interlanguage phonology and variationist approaches to SLA showing the powerful impact of sociolinguistic context on L2 pronunciation. On the basis of this review, the authors argue that a top-down approach which begins with social context is preferable in both the research and teaching of L2 pronunciation. They highlight the Mirroring Project as one such approach that includes the social factors impacting L2 pronunciation, such as interlocutor, empathy, and nonverbal elements. With accompanying instructional activities that have been used in a variety of teaching and learning settings in the U.S., the authors demonstrate how this project can help language learners modify their L2 pronunciation patterns and improve their intelligibility as they internalize and channel the voices of speakers they have selected as models. The audience for the volume includes language teachers, particularly those desiring to use top-down pedagogical approaches like the Mirroring Project to improve learners' intelligibility, and academic researchers interested in studying the way adults can acquire second language phonology by holistically adopting and channeling the voices of speakers they admire. The book is also of potential interest to language teacher educators, curriculum developers, and textbook writers.Darren LaScotte is currently completing a PhD degree in Second Language Education at the University of Minnesota, where he is an ESL Teaching Specialist in the Minnesota English Language Program and an Affiliate Faculty member in French & Italian and Curriculum and Instruction. He is also an Adjunct Faculty member in Second Language Teaching and Learning at Hamline University. Colleen Meyers holds an MA in TESOL from the University of Minnesota, where she was formerly a teacher educator. She has also served as an Adjunct Faculty member in the Second Language Teaching and Learning Program at Hamline University. Elaine Tarone is Distinguished Teaching Professor Emerita and retired Director of the Center of Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.