What classroom activity could support correct production of the English /d/ sound for bilingual students?

• A. Asking students to silently read independently for 30 minutes every day and share with a friend an oral summary of what they read.
• B. Having students listen to a recorded /d/ sound without practice.
• C. Writing words containing /d/ without speaking them aloud.
• D. Chanting the letters of the alphabet.

Answer: (A)

Practicing a specific sound benefits from opportunities to produce it in meaningful speaking tasks. Having students read silently and then share an oral summary requires them to articulate language aloud, which gives them repeated chances to produce words that contain the /d/ sound in real context. This helps reinforce the tongue position at the alveolar ridge, the voicing, and the flow of connected speech, while the partner-sharing provides model, feedback, and rehearsal. The other options don’t offer active pronunciation practice: listening without production, writing without speaking, or chanting letters doesn’t give students enough chance to produce /d/ in words and sentences.