Accent and Linguistic Prejudice within British Teacher TrainingCitation formats

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Accent and Linguistic Prejudice within British Teacher Training. / Baratta, Alex.

In: Journal of Language, Identity and Education, Vol. 16, No. 6, 2017, p. 416-423.

Research output: Contribution to journalArticlepeer-review

Harvard

Baratta, A 2017, 'Accent and Linguistic Prejudice within British Teacher Training', Journal of Language, Identity and Education, vol. 16, no. 6, pp. 416-423. https://doi.org/10.1080/15348458.2017.1359608

APA

Vancouver

Author

Baratta, Alex. / Accent and Linguistic Prejudice within British Teacher Training. In: Journal of Language, Identity and Education. 2017 ; Vol. 16, No. 6. pp. 416-423.

Bibtex

@article{04ef40aaa1f94cb4b6ac7cf4cfcf494d,
title = "Accent and Linguistic Prejudice within British Teacher Training",
abstract = "Based on the responses of 32 British teachers, I report on a sample of three teachers who were told to modify their accents to varieties deemed more “professional.” The teachers perceive such directives to stem from linguistic prejudice and not merely a need to be understood, and such directives are based on someone else{\textquoteright}s standards for “linguistic professionalism.” Ultimately, I wish to engage with policymakers in order to establish what the linguistic reality is for British teachers in terms of accent, and their linguistic rights in the process. This is an issue that goes beyond the British context and can apply to both L1 and L2 teachers, whenever and wherever they are led to believe that their accent, though they are otherwise fully qualified to teach, is a hindrance. Thus, I report on the British context to address what is potentially a much more widespread issue.",
keywords = "Applied sociolinguistics, education policy, language use and identity",
author = "Alex Baratta",
year = "2017",
doi = "10.1080/15348458.2017.1359608",
language = "English",
volume = "16",
pages = "416--423",
journal = "Journal of Language, Identity and Education",
issn = "1534-8458",
publisher = "Taylor & Francis",
number = "6",

}

RIS

TY - JOUR

T1 - Accent and Linguistic Prejudice within British Teacher Training

AU - Baratta, Alex

PY - 2017

Y1 - 2017

N2 - Based on the responses of 32 British teachers, I report on a sample of three teachers who were told to modify their accents to varieties deemed more “professional.” The teachers perceive such directives to stem from linguistic prejudice and not merely a need to be understood, and such directives are based on someone else’s standards for “linguistic professionalism.” Ultimately, I wish to engage with policymakers in order to establish what the linguistic reality is for British teachers in terms of accent, and their linguistic rights in the process. This is an issue that goes beyond the British context and can apply to both L1 and L2 teachers, whenever and wherever they are led to believe that their accent, though they are otherwise fully qualified to teach, is a hindrance. Thus, I report on the British context to address what is potentially a much more widespread issue.

AB - Based on the responses of 32 British teachers, I report on a sample of three teachers who were told to modify their accents to varieties deemed more “professional.” The teachers perceive such directives to stem from linguistic prejudice and not merely a need to be understood, and such directives are based on someone else’s standards for “linguistic professionalism.” Ultimately, I wish to engage with policymakers in order to establish what the linguistic reality is for British teachers in terms of accent, and their linguistic rights in the process. This is an issue that goes beyond the British context and can apply to both L1 and L2 teachers, whenever and wherever they are led to believe that their accent, though they are otherwise fully qualified to teach, is a hindrance. Thus, I report on the British context to address what is potentially a much more widespread issue.

KW - Applied sociolinguistics

KW - education policy

KW - language use and identity

U2 - 10.1080/15348458.2017.1359608

DO - 10.1080/15348458.2017.1359608

M3 - Article

VL - 16

SP - 416

EP - 423

JO - Journal of Language, Identity and Education

JF - Journal of Language, Identity and Education

SN - 1534-8458

IS - 6

ER -