A Short Note on Accent-Bias, Social Identity and Ethnocentrism

Autor/in	Chakraborty, Rahul
Titel	A Short Note on Accent-Bias, Social Identity and Ethnocentrism
Quelle	In: Advances in Language and Literary Studies, 8 (2017) 4, S.57-64 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Pronunciation; Social Bias; Ethnocentrism; Speech Language Pathology; Correlation; Self Concept; Social Status; Language Variation; Language Attitudes; Teaching Methods; Metalinguistics; English (Second Language); Second Language Learning; Second Language Instruction + Suchen Sie Ihr Suchwort? Aussprache; Ethnozentrismus; Korrelation; Selbstkonzept; Sozialer Status; Sprachenvielfalt; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	This paper discusses the interrelations among accent-based biases, social identity and ethnocentrism. Construction of social identity creates a set of ethnocentric values within a person, which indirectly or directly plays a pivotal role in generating accent related biases. Starting with Tajfel's (1959) social identity theory and then the discussion of ethnocentrism, accent related biases have a long documented origin, development and consequences. People construct their social identity based on numerous variables and then their in-group and out-group memberships are established. Ethnocentrism, as a variable, influences listeners' accent perception and subsequent judgment regarding their perceived accent. The degree of ethnocentrism is related to speakers' potential accent biases. As legal safeguard against accent related biases is absent, active resistance and awareness-initiation are expected from speech language pathologists and the concerned community in general. Role of training institutions is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01