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A lack of phonological inherentness

Perceptions of accents in UK education
  • Alex Baratta
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Pragmatics of Accents
This chapter is in the book Pragmatics of Accents

Abstract

This paper addresses accent preference in the context of UK teaching. From this, there are instances of trainee teachers being told to reduce their accents. The views of 32 teachers were collected and the paper focuses on two specific points. First, it is not the sounds per se that characterise accents in terms of positive or negative evaluations; rather, it is the societal connotations. Second, it is not merely regional accents as such that are targeted for reduction but instead, more broad realisations of such accents. Thus, in the context of teaching, notions of professionalism are sometimes understood differently between teachers and mentors when viewed from a linguistic perspective, with broad accents often the target for change.

Abstract

This paper addresses accent preference in the context of UK teaching. From this, there are instances of trainee teachers being told to reduce their accents. The views of 32 teachers were collected and the paper focuses on two specific points. First, it is not the sounds per se that characterise accents in terms of positive or negative evaluations; rather, it is the societal connotations. Second, it is not merely regional accents as such that are targeted for reduction but instead, more broad realisations of such accents. Thus, in the context of teaching, notions of professionalism are sometimes understood differently between teachers and mentors when viewed from a linguistic perspective, with broad accents often the target for change.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. The pragmatics of accents 1
  5. Part 1. Ideologies of accents in national contexts
  6. Attitudes to accents 19
  7. Urban youth accents in France 41
  8. Encountering accented others – and selves – in provincial Japan 63
  9. ‘Could I have an appointment for a viewing?’ 85
  10. Part 2. Accents in second language education teaching and learning
  11. The pragmatic force of second language accent in education 117
  12. A lack of phonological inherentness 141
  13. English-language attitudes and identities in Spain 163
  14. Part 3. Accents in the media and the workplace
  15. From I’m the One That I Want to Kim’s Convenience 189
  16. Divine intervention 205
  17. In the ear of the beholder 229
  18. Concluding remarks
  19. From sound to social meaning 247
  20. Index 263
https://doi.org/10.1075/pbns.327.06bar

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments vii
  4. The pragmatics of accents 1
  5. Part 1. Ideologies of accents in national contexts
  6. Attitudes to accents 19
  7. Urban youth accents in France 41
  8. Encountering accented others – and selves – in provincial Japan 63
  9. ‘Could I have an appointment for a viewing?’ 85
  10. Part 2. Accents in second language education teaching and learning
  11. The pragmatic force of second language accent in education 117
  12. A lack of phonological inherentness 141
  13. English-language attitudes and identities in Spain 163
  14. Part 3. Accents in the media and the workplace
  15. From I’m the One That I Want to Kim’s Convenience 189
  16. Divine intervention 205
  17. In the ear of the beholder 229
  18. Concluding remarks
  19. From sound to social meaning 247
  20. Index 263
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