Understanding English language variation in U.S. schools

Barrett, Catrice

doi:10.1080/09500782.2011.611418

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…What is needed is a genuine movement for educators to study language at the structural, ideological, and alchemical levels. An explicit focus on linguistics, at the structural level, is needed to provide administrators with a basic set of tools to talk about language by conducting comparative structural analysis of AAL and WME (Hudley & Mallinson, 2015). Administrators should engage in specific studies of the relationship between language and culture and understand implications of language form on identity.…”

Section: Discussionmentioning

confidence: 99%

Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education

2020

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Urban schools are becoming increasingly linguistically diverse. However, principals are not adequately prepared to address linguistic variation, and in particular, issues related to African American Language (AAL). This study explores the language ideological voices of urban school administrators. Focus group sessions were conducted with 15 administrators of predominantly African American schools about the function of AAL in their students’ lives. Participants demonstrated variation in views toward AAL and struggled to name the language. These discussions were mediated by multiple, even competing, language ideologies, as they attempted to converse about the use of AAL in schools.

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Section: Discussionmentioning

confidence: 99%

Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education

2020

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“…Furthermore, students at the undergraduate level have pronunciation problems even after taking phonetics and phonology courses at the university level. It may be due to their usage of a non-standard variety of English pronunciation, which negatively affects their pronunciation, as observed by (Charity & Mallinson, 2011). Moreover, it also may be due to the fact that in most of the classes focus is on teaching the language rather than improving the required skills.…”

Section: Introductionmentioning

confidence: 99%

Factors Responsible for Wrong Pronunciation of English Words by Students at Undergraduate Level in Khyber Pakhtunkhwa Pakistan

Sabih-Ul-Hassan

Gul

Imran

2023

J. educ. soc. stud.

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One of the many challenges which ESL/EFL learners face is the issue of incorrect pronunciation of English words. This issue is more serious in ESL contexts like Pakistan where learners get limited or no exposure to authentic language use. This paper attempts to explore the factors contributing to incorrect pronunciation of English words by ESL learners at undergraduate level in the Khyber Pakhtunkhwa province. To this end, a questionnaire was distributed among 72 BS English students of three different colleges. The descriptive analysis of the data highlighted eight factors which appeared to cause incorrect pronunciation by students. These included learners’ weakness in phonetics and phonology, Teacher's wrong pronunciation, first language interference, words related to military discourse, poor oral fluency and inaccessibility to authentic language use. The study recommends learners should improve pronunciation of English words through listening to native speakers of English language, watch YouTube videos and English movies and should own and consult a standardized phonetic dictionary.

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“…To improve student's pronunciation, teachers must set view into their pronunciation difficulties, which will provide teachers with ideas of designing differentiated teaching strategies for dealing with those students" problems in learning English pronunciation. In fact, teachers are able to help all students learn standardized English without diminishing their linguistic backgrounds through knowing their language variations (Charity & Mallinson, 2011).…”

Section: Introductionmentioning

confidence: 99%

Common Pronunciation Mistakes in Non-native Speakers: A Review

Somara,

Fakhruddin

2022

NaCoLET

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Pronunciation is one of language micro-skill that should be mastered in order to create a clear and effective communication. This article aims to provide a brief review of some common mistakes in pronunciation at various L2 speakers by focusing into researches on related topic. By noticing the problem that occurred, English teachers may develop a better plan for future to avoid the same mistakes. The similarity between non-native learners, such as Chinese, Indonesian, Palestinian, Turkish and Vietnamese, is they tend to make mistakes in sound that do not exist in their first language.

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Understanding English language variation in U.S. schools

Cited by 4 publications

References 2 publications

Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education

Administrating Language: The Language Ideological Voices of Urban School Administrators in Urban Education

Factors Responsible for Wrong Pronunciation of English Words by Students at Undergraduate Level in Khyber Pakhtunkhwa Pakistan

Common Pronunciation Mistakes in Non-native Speakers: A Review

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