| Description |
1 online resource |
| Contents |
Cover; Half Title; Series; Title; Copyright; Contents; Introduction; 1 Personal and Professional Identities in the Teaching Profession; Who are we, anyway?; The notion of a â#x80;#x98;real meâ#x80;#x99;; Will the real me please stand up?; Working at our linguistic identity construction; Teacher identity; Teaching as a community; The linguistic identity of teachers; The importance of accent; Accent in the classroom; The intersection of the personal and professional linguistic identities; 2 Accents in Britain and Linguistic Prejudice; A standard dialect; Is there a standard accent? |
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The phonological realization of standard accentsA notional standard accent within education; Linguistic stereotyping; The rationale for accommodation; 3 Methodological Approach; Background to the studies; Study one (2014); Study two (2014); Study three (2015); Study four (2017); Ethical concerns; Positionality; Self-reporting; 4 Acceptance of Modification of Language; Linguistic harmony between the personal and professional; Accent mimicry; The use of a prestige accent; A shared accent; Unknown; Modification of language as an accepted part of the teaching profession; Professional control |
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Clarity of communicationProfessional â#x80;#x98;actingâ#x80;#x99;; Setting an example; Conclusion; 5 Abandoning the Personal Identity by Request*; A need for linguistic diversity; Linguistic pride; A desire to â#x80;#x98;keep it realâ#x80;#x99;; Summary; Accent disagreement; 6 Concluding Thoughts and the Need for Standard Accents; Limitations; Implications of the research; Continuing problems with the role of accent in British teaching; Proposed solution to the problem identified; References; Index |
| Summary |
"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 modified accents impact on personal identity. Is accent modification regarded by the individual neutrally or is it seen as 'selling out'?"--Bloomsbury Publishing |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed February 23, 2018) |
| Subject |
Accents and accentuation.
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Linguistics -- Phonology -- Study and teaching
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English language teaching (ELT)
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Teacher training.
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LANGUAGE ARTS & DISCIPLINES -- Linguistics -- Phonetics & Phonology.
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Accents and accentuation
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Aussprache
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Englisch
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Soziolinguistik
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Sprachvariante
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English language -- Accents and accentuation -- Great Britain.
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Sociolinguistics -- Great Britain.
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Großbritannien
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| Form |
Electronic book
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| ISBN |
9781350054936 |
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1350054933 |
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9781350054950 |
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135005495X |
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1350054925 |
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9781350054929 |
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9781350054943 |
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1350054941 |
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