Accent and Teacher Identity in Britain
Accent and Teacher Identity in Britain

Author: Alex Baratta

Publisher: Bloomsbury Publishing

Published: 2018-04-05

Total Pages: 219

ISBN-13: 1350054941

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In British society, we celebrate diversity and champion equality across many areas, such as race and religion. However, where do British accents stand? Do notions such as 'common' or 'posh' still exist regarding certain accents, to the extent that people are deemed fit, or not, for certain professions, despite their qualifications? Accent and Teacher Identity in Britain explores these questions and Alex Baratta's research shows that those with accents regional to the North and Midlands are most likely to be told by mentors and senior staff to essentially sound less regional, whereas those from the Home Counties are less likely to be given instructions to change their accent at all. Baratta investigates the notion of linguistic power, in terms of which accents appear to be favoured within the context of teacher training and from the perspective of teachers who feel they lack power in the construction of their linguistic teacher identity. He also questions modifying one's accent to meet someone else's standard for what is 'linguistically appropriate', in terms of how such a modified accent impact on personal identity. Is accent modification regarded by the individual neutrally or is it seen as 'selling out'?

Criticality, Teacher Identity, and (In)equity in English Language Teaching
Criticality, Teacher Identity, and (In)equity in English Language Teaching

Author: Bedrettin Yazan

Publisher: Springer

Published: 2018-03-26

Total Pages: 308

ISBN-13: 3319729209

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This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.

The Palgrave Handbook of Minority Languages and Communities
The Palgrave Handbook of Minority Languages and Communities

Author: Gabrielle Hogan-Brun

Publisher: Springer

Published: 2018-12-11

Total Pages: 614

ISBN-13: 1137540664

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This Handbook is an in-depth appraisal of the field of minority languages and communities today. It presents a wide-ranging, coherent picture of the main topics, with key contributions from international specialists in sociolinguistics, policy studies, sociology, anthropology and law. Individual chapters are grouped together in themes, covering regional, non-territorial and migratory language settings across the world. It is the essential reference work for specialist researchers, scholars in ancillary disciplines, research and coursework students, public agencies and anyone interested in language diversity, multilingualism and migration.

English as a Lingua Franca: Attitude and Identity
English as a Lingua Franca: Attitude and Identity

Author: Jennifer Jenkins

Publisher: Oxford University Press, USA

Published: 2007-07-26

Total Pages: 300

ISBN-13:

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Based on research conducted among teachers, this text examines the role of standard language ideology in ELF attitude formation, critiques current SLA theories and ELT practices, highlights links between ELF accent attitudes and ELF identities, and includes proposals for making ELT pedagogy and testing more relevant.

Global Teachers, Australian Perspectives
Global Teachers, Australian Perspectives

Author: Carol Reid

Publisher: Springer Science & Business Media

Published: 2013-09-04

Total Pages: 197

ISBN-13: 9814451363

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This is the first book on global teachers and the increasingly important phenomenon of ‘brain circulation’ in the global teaching profession. A teaching qualification is a passport to an international professional career: the global teacher is found in more and more classrooms around the world today. It is a two-way movement. This book looks at the growing importance of immigrant teachers in western countries today and at teachers who exit from western countries (emigrant teachers) seeking teaching experience in other countries. Drawing on the international literature in Europe, North America, Asia and elsewhere supplemented by rich insights derived from recent Australian research, the book outlines the personal, institutional and structural processes nationally and internationally underlying the increasing global circulation of teachers. It identifies the key drivers of global teacher mobility: a range of factors including family, lifestyle, classroom experience, travel, opportunities for advancement, discipline, linguistic skills, taxation rates, cultural factors and institutional frameworks and policy support. The book is the first detailed contemporary account of the experiences of Australian immigrant and emigrant teachers in the schools and communities where they teach and live. It makes an important and original theoretical and empirical contribution to the contemporary fields of sociology of education and immigration studies.

Teaching English as an International Language
Teaching English as an International Language

Author: Le Ha Phan

Publisher: Multilingual Matters

Published: 2008

Total Pages: 217

ISBN-13: 1847690483

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Drawing on both Western and Asian theoretical frameworks, this book showcases the complexity and sophistication of the negotiations that EIL (English as an international language) teachers have to make when their identities are challenged by values and practices that seem contradictory to their own.

Issues in Accents of English
Issues in Accents of English

Author: Ewa Waniek-Klimczak

Publisher: Cambridge Scholars Publishing

Published: 2020-10-27

Total Pages: 370

ISBN-13: 1527561178

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Adopting a central theme of variability, the book explores different aspects of native and non-native accents of English. The dominating perspective is that of a non-native speaker, although – as argued by some contributors – the very distinction between native and non-native English may need to be redefined. As the debate on the pronunciation of English as a lingua franca continues, this volume presents well-focused studies investigating the acquisition and use of the sound system by native and non-native speakers, problems with the choice and variability in pronunciation models and pedagogical aspects of pronunciation instruction. The issue of accents calls for a comprehensive approach; this book aims to provide such a broad perspective, based on expertise and experience of the contributors, who are specialist in linguitics, applied linguitics, phonetics, phonology and ESL. The book is divided into three parts. Part one discusses complex conditioning of production and perception of native and non-native accents. It contains acoustic and auditory studies investigating the effect of such independent variables as identity, L1 or contextual factors on the elements of the sound system. Part two links the accent variability studies to the pedagogical context by presenting problems with the pronunciation model, its choice and variability. The main focus of part three is on pronunciation teaching: papers presented in this section report on the methods and results of phonetic instruction in different settings.

Race, Empire, and English Language Teaching
Race, Empire, and English Language Teaching

Author: Suhanthie Motha

Publisher: Teachers College Press

Published: 2014-04-18

Total Pages: 209

ISBN-13: 0807755125

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This timely book takes a critical look at the teaching of English, showing how language is used to create hierarchies of cultural privilege in public schools across the country. Motha closely examines the work of four ESL teachers who developed anti-racist pedagogical practices during their first year of teaching. Their experiences, and those of their students, provide a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. The author combines current research with her original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and in-service teachers to think about such challenges as differential achievement between language learners and "native-speakers;" about hierarchies of languages and language varieties; about the difference between an accent identity and an incorrect pronunciation; and about the use of students' first languages in English classes. This resource offers implications for classroom teaching, educational policy, school leadership, and teacher preparation, including reflection questions at the end of each chapter.