Re-Positioning Accent Attitude in the Global Englishes Paradigm
A Critical Phenomenological Case Study in the Chinese Context
Bibliographic Data
| ID | 22872154 |
|---|---|
| Authors | Lianjiang Jiang (0000-0002-6662-5332, Education University of Hong Kong), Jun Zhong (0000-0001-9553-0423, Xiamen Medical College, corresponding author) |
| Year | 2023 |
| Volume | 44 |
| Issue | 5 |
| Pages | 940-943 |
| Publication date | 2023-11-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/amaa049 |
| OpenAlex | W3095159326 |
| Language | EN |
| Citations received | 15 |
| References cited | 3 |
Despite the increasing prevalence of intercultural communication around the globe, the practice that views the language and pronunciation of native speakers as the linguistic standard remains deeply entrenched, leading to a range of undesired impacts on the identity and motivation of learners of English as a second/foreign language (ESL/EFL) (De Costa, 2016; De Costa and Crowther, 2018). As ESL/EFL speakers, rather than those who use English as a first language (L1), have become the overwhelmingly majority in contemporary English communication, how to account for the emergence of new English varieties in pronunciation pedagogies is becoming a pressing issue. This book offers a timely response. Grounded in the global Englishes paradigm, this book proposes a Teaching Pronunciation for Intercultural Communication (ToPIC) model, which is underpinned by three overarching tenets, that is, revisiting teaching contexts, models, and norms, raising teachers’ and students’ language awareness, and reinforcing accent exposure and fostering communication strategy. Aligning with culturally sustaining (Alim and Paris, 2017) and translanguaging (García and Li, 2014) pedagogies that honor ESL/EFL learners’ multilingual repertories, the ToPIC model contributes to pronunciation teaching by promoting an interculturally responsive language pedagogy.
Context (archaeology) · Globe · Intercultural communication · Linguistics · Pedagogy · Pronunciation · Sociology · Stress (linguistics) · World Englishes · EFL/ESL Teaching and Learning · History · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Dialectism
Multilingualism and English as a Lingua Franca
Swedish Youths as Listeners of Global Englishes Speakers With Diverse Accents
How Is My English
World Englishes and ‘Global Englishes’
Designing English language materials from the perspective of Global Englishes
The construction of language teacher professional identity in the Global Englishes territory
Intercultural learning and identity development as a form of teacher development through study abroad
“I am not a native speaker …”
Measuring the Global Englishes mindset
Chinese students' multilingual identity constructions after studying abroad
Exploring engagement of users of Global Englishes in a community of inquiry
Young English learners’ attitudes towards China English
English medium instruction, identity construction and negotiation of Teochew-speaking learners of English
Global Perspectives on English Teachers' Attitudes and Perceptions of World Englishes in Tesol Classrooms
| Unique citing works | 15 |
|---|---|
| Citations per year | 2.5 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |