This paper sets out to create a time-line of salient events in the history of our relationship with pronunciation teaching.
Starting the late 19th century, I will trace the development of approaches which purport to train students of English to become accurate pronouncers.
I will show that very little has changed over the years and that teachers have suffered from a paucity of up to date information on this topic and that publishers can be held to account for this lack.
While methodology has undergone a number of transformations, this particular area has not been revitalised very much at all and the small movements which have taken place, have not impacted on the general teaching population.
Towards the end of the paper I will give examples of how course books and other resource material has handled (or mishandled) the teaching of pronunciation.