English with an Accent: Language Ideology and Discrimination in the United States

Wolfram, Walt; Lippi-Green, Rosina

doi:10.2307/417270

Cited by 304 publications

(120 citation statements)

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“…In this case, the individual demonstrated high authenticity with low belonging on the team. Speech patterns are inextricably linked to social identity and asking an individual to drop their linguistic forms may be akin to asking them to deny fundamental aspects of their personhood (24). Linguistic forms may compromise workplace culture and psychological safety if speech patterns are offensive or ineffective however, research suggests the problem is not usually language incompetence, but perceptions attached to speech (25).…”

Section: Strategy 1: Overcoming Differentiation Challenges To Authent...mentioning

confidence: 99%

The Emerging Diverse Radiology Workplace: Case Studies on the Importance of Inclusion in Radiology Training Programs

Omofoye¹,

Bradshaw²

2023

Academic Radiology

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Section: Strategy 1: Overcoming Differentiation Challenges To Authent...mentioning

confidence: 99%

The Emerging Diverse Radiology Workplace: Case Studies on the Importance of Inclusion in Radiology Training Programs

Omofoye¹,

Bradshaw²

2023

Academic Radiology

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“…The impact that this has on identity formation is particularly important for minority language speakers or speakers of languages that are generally considered less prestigious or devalued in any form. The missing social respect and appreciation can have a negative effect on one's selfconfidence (Cummins, 2000;Hu, 2003a;2003b;Kramsch, 2009) and cause linguistic insecurity (Lippi- Green, 1997). Abendroth-Timmer and Hennig (2014, p. 28), drawing on Krewer and Eckensberger's (1991) concept of identity, define categories that determine the individual's linguistic, cultural, and social identity:…”

Section: Linguistic Identitiesmentioning

confidence: 99%

“…Following the 'native-speaker ideology' (Chomsky, 1957;1965) and judging speakers for their 'deviant' accent, for instance, can create barriers between artificially constructed in-groups. This judgement of certain expressions, accents, or even of entire varieties leads to their speakers being (de)valued accordingly, not only on a linguistic level but as social individuals in a wider network; this can foster or impede social justice (Lippi- Green, 1997;Ortega, 2019;Piller, 2016). It follows that belonging to a certain linguistic group can determine how these individuals will be judged and assessed as people and even as a nation (Bylin & Tingsell, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Speakers who feel that their own speech is 'inappropriate' or that it 'deviates' from the prescribed standards can become (linguistically) insecure. This can have felt consequences on the individual's psychological and physical health (Labov, 2006;Lippi-Green, 1997;Meyerhoff, 2006;Niedzielski, 2010). For instance, Demmerling and Landwehr (2007) illustrate that being ashamed of one's linguistic skills, because they are considered 'deviant' or 'deficient' or because they are not attributed the same social and economic value as other prestigious languages, can result in linguistic insecurity.…”

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confidence: 99%

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Identity, Power, and Prestige in Switzerland's Multilingual Education

Becker¹

2023

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Bibliographic information published by the Deutsche NationalbibliothekThe Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-n b.de This work is licensed under the Creative Commons Attribution 4.0 (BY) license, which means that the text may be remixed, transformed and built upon and be copied and redistributed in any medium or format even commercially, provided credit is given to the author. Creative Commons license terms for re-use do not apply to any content (such as graphs, figures, photos, excerpts, etc.) not original to the Open Access publication and further permission may be required from the rights holder. The obligation to research and clear permission lies solely with the party re-using the material.

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“…ELA teachers often operate from monolingual perspectives that keep many students from leveraging their full linguistic repertoires beyond "standardized English" (Metz and Knight, 2021), and scholars argue such practices are rooted in systemic racism (Alim, 2005;Baker-Bell, 2020;Lippi-Green, 2012). Teachers who embody language ideologies associated with language plurality and translanguaging can face backlash from more dominant views in schools.…”

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confidence: 99%

Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group

Schieble

Vetter

Martin

2022

ETPC

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Purpose This paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers’ knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula’s case demonstrate the ways the teacher inquiry group disrupted Paula’s language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time. Design/methodology/approach The research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula’s facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions. Findings Findings demonstrate that prior to meeting with the teacher inquiry group, Paula’s teaching practices embodied linguistic separatism by emphasizing that standardized English was the “appropriate” way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations. Originality/value Findings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so.

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English with an Accent: Language Ideology and Discrimination in the United States

Cited by 304 publications

References 0 publications

The Emerging Diverse Radiology Workplace: Case Studies on the Importance of Inclusion in Radiology Training Programs

The Emerging Diverse Radiology Workplace: Case Studies on the Importance of Inclusion in Radiology Training Programs

Identity, Power, and Prestige in Switzerland's Multilingual Education

Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group

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