English with an Accent

Lippi-Green, Rosina

doi:10.4324/9780203348802

Cited by 904 publications

(103 citation statements)

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“…Evidence for the construction of native speaker ideologies amongst other L1 English speaking populations, especially in the United States, also exists. More specifically, the results from these language attitude point towards US-born students' evaluations of L2 English as largely based upon ethnic dimensions, whereby the more 'Caucasian' a speaker is judged to be, the more prestigious his/her speech is likely to be rated (e.g., Lindemann, 2003;Lippi-Green, 2012).…”

Section: Resultsmentioning

confidence: 99%

The sociolinguistics of variety identification and categorisation: free classification of varieties of spoken English amongst non-linguist listeners

McKenzie

2015

Language Awareness

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In addition to the examination of non-linguists' evaluations of different speech varieties, in recent years, sociolinguists and sociophoneticians have afforded greater attention towards the ways in which naïve listeners' perceive, process and encode spoken language variation, including the identification of language varieties as regionally or socially localised forms. The present study attempts to extend understanding of non-linguists' perceptions of linguistic diversity through the investigation of how accurately and consistently UK-born students, resident in the north-east of England, can identify the speaker place of origin of six forms of L1 and L2 English. The results demonstrate that whilst the process of encoding indexical properties to and categorisations of speech stimulus as belonging to a specific language variety is complex, there is a clear tendency amongst informants to initially identify the speech as either native or non-native, most especially through the perception of specific segmental and non-segmental phonological features, before attempting more fine-grained classifications. The findings also point to the recognition of speaker place of origin at different levels of awareness, above and below the level of individual consciousness.

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Section: Resultsmentioning

confidence: 99%

The sociolinguistics of variety identification and categorisation: free classification of varieties of spoken English amongst non-linguist listeners

McKenzie

2015

Language Awareness

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“…More specifically, there is some evidence to show that forms of L2 English spoken by "Europeans" are rated most highly in terms of prestige/ correctness (and rated similarly to standard varieties of US English). Conversely, "Latin American English"/"Latino English" and "Asian English" speech is frequently denigrated in terms of status (Lindemann 2003;Lippi-Green 2012). The very use of such linguistic nomenclature is interesting in itself since these broad terms mask the substantial phonetic, lexical and morph-syntactic differences which exist within the English spoken within these broad geographical areas and, in turn, likely contributes to the stereotyping of large numbers of individuals deemed "more foreign" than those of European descent (Cargile et al 2010) and allows for the trivialisation of their English as "amusing" or "broken" (Lindemann 2005).…”

Section: Introductionmentioning

confidence: 99%

UK university students’ folk perceptions of spoken variation in English: the role of explicit and implicit attitudes

McKenzie

2015

International Journal of the Sociology of Language

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Non-linguists' attitudes towards language diversity are important since they reflect preferences and levels of prestige associated with particular speech communities. However, few studies measuring native-speaker attitudes towards both L1 and L2 English have been conducted, including amongst UK-born students. This is surprising in light of recent internationalisation policies adopted by many UK universities and the resultant increase in overseas students. The present study utilises implicit and explicit attitude measures to investigate 194 students' perceptions of six English speech varieties. The results demonstrated that whilst explicit attitudes towards linguistic variation were generally favourable, when presented with speech samples, listeners' implicit evaluations of UK English varieties were significantly more positive, on both status and solidarity dimensions, when compared to forms of Asian English. The findings are discussed in relation to the internationalisation agenda within UK universities and the methodological investigation into the relationship between explicit and implicit attitudes towards language variation.

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“…Variations in accent are undoubtedly as distinctive and socially sensitive as those at the level of grammar and vocabulary (Rosen 1991, 110;Lippi-Green 1997;Mugglestone 2003); thus…”

Section: From 'Difference' To 'Repertoire'mentioning

confidence: 99%

Dialect, interaction and class positioning at school: from deficit to difference to repertoire

Snell

2013

Language and Education

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Sociolinguists have been fighting dialect prejudice since the 1960s, but deficit views of non-standard English are regaining currency in educational discourse. In this paper I argue that the traditional sociolinguistic response -stressing dialect systematicity and tolerance of 'difference' -may no longer be effective by questioning a key assumption that both deficit and difference approaches share, namely that there exist discrete varieties of English. Based on an empirical study of the language of working-class children in north-east England, I demonstrate that non-standard dialects of English do not have a discrete system of grammar that is isolated from other varieties; rather local dialect forms interact with a range of semiotic resources (including standard forms) within speakers' repertoires. Interactional analyses of the children's spontaneous speech highlight this hybridity, as well as the social meanings behind the linguistic choices children make. I conclude by addressing educational responses to non-standard dialect in the classroom, suggesting that it is not the presence or absence of non-standard forms in children's speech that raises educational issues; rather, educational responses which problematise non-standard voices risk marginalising working-class speech, and may contribute to the alienation of workingclass children, or significant groups of them, within the school system. 2

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English with an Accent

Cited by 904 publications

References 0 publications

The sociolinguistics of variety identification and categorisation: free classification of varieties of spoken English amongst non-linguist listeners

The sociolinguistics of variety identification and categorisation: free classification of varieties of spoken English amongst non-linguist listeners

UK university students’ folk perceptions of spoken variation in English: the role of explicit and implicit attitudes

Dialect, interaction and class positioning at school: from deficit to difference to repertoire

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