In this look at some trends in teaching pronunciation, I start with the issue of what to teach, and not why teach it. Although the field of second/foreign language (L2) teaching has generally accepted some pronunciation instruction in the communicative classroom, we still grapple with the issue of exactly what to teach. Should the focus be segmental (i.e., individual sounds) or suprasegmental (i.e., prosodic features such as stress, rhythm and intonation)? As some studies have demonstrated, a combination of both approaches has merits (e.g., Derwing, Munro, & Wiebe, 1998).