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Accents and their Meaning
As commonly understood, a person's accent refers to the way he or she pronounces words, phrases, and other linguistic features of a language in which such pronunciations differ substantially from what a native speaker of that country or culture might say. Accents are actually features of speech rather than language, but this distinction is rarely made by the general public. Hence, accents are usually considered part of the phonology of a language, a subfield of linguistics that is concerned with the study of the sounds of speech.
Rossina Lippi-Green distinguishes two different kinds of accents: first-language and second-language accents. First-language accents are associated with native speakers of a language and the different regional varieties that a particular language might have. In this case, the way some people sound may vary depending on the geographical area from which they and their families come. Some people use accents for their social, professional, and economic advantage. First-language accents are also associated with race, gender, ethnicity, socioeconomic status, income, and religion. These factors often shape social identity and determine the language and accent that people choose to use. Sometimes there is little choice involved. Second-language accents are those associated with nonnative learners/speakers of a language, such that their accents often influence the pronunciation of a nonnative or second language. For instance, a Mexican person's Spanish language phonology will influence his or her pronunciation in English language, and an English person's English language phonology will influence his or her pronunciation in Spanish.
Accents and Power Relations
People naturally have different ways of talking and saying things, though a given instance may or may not constitute a genuine accent. Speech accommodation studies conducted by Leslie M. Beebe and Howard Giles suggest that some people have attitudes about the particular way others speak, regardless of who the speaker may be. Research by critical race theorist Mari J. Matsuda suggests that the way people speak is often judged by others to measure their social, cultural, political, or economic orientation. She maintains that accents are used to create hierarchies of power in the social structure of a community and to determine a person's social standing in a particular nation or region. Matsuda claims that the judgments that are made about a person's speech go beyond the issue of linguistic competence and represent attitudes and beliefs about the person's social, cultural, political, and economic individuality.
Language constitutes an important part of people's identity, and the way people sound when they speak is an important component of their sense of belonging to a given time and space. It may not be an exaggeration to suggest that everybody speaks with an accent; what may sound “funny” or “strange” to one person may sound normal to another depending on the national, regional, and cultural context in which speech takes place. In the same way, acceptance of accents is relative to the context and the culture in which those accents are most often heard. According to the principles of cultural relativism as discussed by the anthropologist Franz Boas, an individual's behavior, beliefs, and language make sense only if interpreted in the context of that individual's culture.
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- Family, Communities, and Society
- Accommodation Theory, Second-Language
- Americanization and its Critics
- Attitudes toward Language Diversity
- Benefits of Bilingualism and Heritage Languages
- Bilingual Education in the Press
- Easy and Difficult Languages
- English in the World
- English-Only Organizations
- Heritage Languages in Families
- Hidden Curriculum
- Hispanic Population Growth
- Home/School Relations
- Immigration and Language Policy
- Language Brokering
- Language Loyalty
- Language Restrictionism
- Nationality-Culture Myth
- One Person-One Language (OPOL)
- Peer Pressure and Language Learning
- Raising Bilingual Children
- Spanish Loan Words in U.S. English
- Spanish, Decline in use
- Spanish, The Second National Language
- Transnational Students
- Views of Language Difference
- History
- Americanization and its Critics
- Boarding Schools and Native Languages
- Defense Language Institute
- Early Bilingual Programs, 1960s
- Early Immigrants and English Language Learning
- Equity Struggles and Educational Reform
- German Language Education
- German Language in U.S. History
- Languages in Colonial Schools, Eastern
- Languages in Colonial Schools, Western
- Latino Civil Rights Movement
- National Education Association Tucson Symposium
- Nationalization of Languages
- Navajo Code Talkers
- President's Commission on Foreign Language and International Studies
- Puerto Rico, School Language Policies
- Southeast Asian Refugees
- St. Lambert Immersion Study
- Vietnamese Immigration
- Instructional Designs
- Additive and Subtractive Programs
- Biculturalism
- Bilingual Charter Schools
- Bilingual Special Education
- Costs of Bilingual Education
- Deaf Bilingual Education
- Designation and Redesignation of English Language Learners
- Dual-Language Programs
- English as a Second Language Approaches
- English Immersion
- English or Content Instruction
- Gifted and Talented Bilinguals
- Heritage Language Education
- Indigenous Language Revitalization
- Indigenous Languages as Second Languages
- Literacy and Biliteracy
- Multicultural Education
- Newcomer Programs
- Oyster Bilingual School
- P.S. 25, New York City's First Bilingual School
- Phonics in Bilingual Education
- Program Goals, Purpose of
- Program Quality Indicators
- Pull-Out ESL Instruction
- Sheltered Instruction Observation Protocol
- Spanish, Proactive Maintenance
- Specially Designed Academic Instruction in English
- Transitional Bilingual Education Programs
- Whole Language
- Languages and Linguistics
- Accents and Their Meaning
- Affective Filter
- Baby Talk
- BICS/CALP Theory
- Bilingualism Stages
- Chinese in the United States
- Chinese Language Study, Prospects
- Code Switching
- Cognates, True and False
- Compound and Coordinate Bilingualism
- Comprehensible Input
- Container Theory of Language
- Continua of Biliteracy
- Critical Languages for the United States
- Critical Period Hypothesis
- Discourse Analysis
- Ebonics
- English, First World Language
- First-Language Acquisition
- Indigenous Languages, Current Status
- Indo-European Languages
- Interlanguage
- Japanese Language in Hawai'i
- Language Acquisition Device
- Language Defined
- Language Dominance
- Language Persistence
- Language Registers
- Language Revival and Renewal
- Language Shift and Language Loss
- Language Socialization
- Language Socialization of Indigenous Children
- Learning a Language, Best Age
- Linguistics, an Overview
- Measuring Language Proficiency
- Metalinguistic Awareness
- Modern Languages in Schools and Colleges
- Monitor Model
- Native English Speakers Redefined
- Phonology, Morphology, and Syntax
- Pragmatics
- Second-Language Acquisition
- Semilingualism
- Skills Transfer Theory
- Social Bilingualism
- Spanglish
- Threshold Hypothesis
- Underlying Linguistic Proficiencies
- World Englishes
- People and Organizations
- Alatis, James E.
- Andersson, Theodore
- Baker, Colin
- Bennett, William J.
- Bernal, Joe J.
- Bourne, Randolph S.
- Cárdenas, José A.
- Castro Feinberg, Rosa
- Center for Applied Linguistics, Initial Focus
- Center for Applied Linguistics, Recent Focus
- Chavez, Linda
- Christian, Donna
- Collier, Virginia P.
- Crawford, James
- Cummins, James
- De Avila, Edward
- Epstein, Noel
- Escamilla, Kathy
- Escobedo, Deborah
- Fernández, Ricardo
- Fishman, Joshua A.
- Gómez, Joel
- Gómez, Severo
- García, Eugene E.
- González, Henry B.
- González, Josué M.
- Guerrero, Adalberto
- Hakuta, Kenji
- Haugen, Einar
- Hayakawa, S. I.
- Hogan, Timothy M.
- Hornberger, Nancy
- Kloss, Heinz
- Krashen, Stephen D.
- LaFontaine, Hernán
- Lyons, James J.
- Moll, Luis
- Multicultural Education, Training, and Advocacy (META)
- National Association for Bilingual Education
- National Clearinghouse for Bilingual Education
- Nieto, Sonia
- Office for Civil Rights, U.S. Department of Education
- Office of Bilingual Education and Minority Languages Affairs
- Ogbu, John
- Oyama, Henry
- Pérez-Hogan, Carmen
- Peña, Álbar Antonio
- Porter, Rosalie Pedalino
- Rodríguez, Armando
- Rodríguez, Richard
- Roos, Peter D.
- Roybal, Edward R.
- Ruiz, Richard
- Saville-Troike, Muriel
- Seidner, María M.
- Simon, Paul M.
- Spolsky, Bernard
- Stanford Working Group
- Tanton, John H.
- TESOL, Inc.
- Troike, Rudolph C, Jr.
- Truán, Carlos
- Trueba, Enrique (Henry)
- Unz, Ron
- Urquides, María
- Valdés, Guadalupe
- Wong Fillmore, Lily
- Yarborough, Ralph
- Zamora, Gloria L.
- Zelasko, Nancy
- Policy Evolution
- Castañeda Three-Part Test
- Flores v. State of Arizona
- Lau v. Nichols, Enforcement Documents
- Lau v. Nichols, San Francisco Unified School District's Response
- Lau v. Nichols, the Ruling
- Méndez v. Westminster
- Affirmative Steps to English
- Amendment 31 (Colorado)
- Aspira Consent Decree
- Bilingual Education as Language Policy
- Canadian and U.S. Language Policies
- Chacón-Moscone Legislation
- Civil Rights Act of 1964
- English for the Children Campaign
- Equal Educational Opportunity Act of 1974
- Exit Criteria for English Language Learner Programs
- Federal Court Decisions and Legislation
- High-Stakes Testing
- Home Language Survey
- Immigration and Language Policy
- Improving America's Schools Act of 1994
- Labeling Bilingual Education Clients: LESA, LEP, and ELL
- Language Education Policy in Global Perspective
- Language Policy and Social Control
- Language Rights in Education
- Maintenance Policy Denied
- National Defense Education Act of 1958
- National Literacy Panel
- Native American Languages, Legal Support for
- No Child Left Behind Act of 2001, Testing Requirements
- No Child Left Behind Act of 2001, Title I
- No Child Left Behind Act of 2001, Title III
- Official English Legislation, Favored
- Official English Legislation, Position of English Teachers on
- Official Language Designation
- Paradox of Bilingualism
- Proposition 203 (Arizona)
- Proposition 203 (Arizona), Impact of
- Proposition 227 (California)
- Proposition 227 (California), Impact of
- Question 2 (Massachusetts)
- Texas Legislation (HB 103 and SB 121)
- Title VII, Elementary and Secondary Education Act, 1967 Senate Hearings
- Title VII, Elementary and Secondary Education Act, Key Historical Marker
- Title VII, Elementary and Secondary Education Act, Subsequent Amendments
- Title VII, Elementary and Secondary Education Act, Text (Appendix B)
- Transitional Bilingual Education Model Questioned
- U.S. Bilingual Education Viewed from Abroad
- U.S. Commission on Civil Rights Report
- Undocumented Students' Rights
- Voter Initiatives in Education
- Related Social Sciences
- Acculturation
- Affective Dimension of Bilingualism
- Assimilation
- Bilingualism in Holistic Perspective
- Brain Research
- Cognitive Benefits of Bilingualism
- Cultural Capital
- Cultural Deficit and Cultural Mismatch Theories
- Culture Shock
- Deficit-Based Education Theory
- Enculturation
- Ethnocentrism
- Home Language and Self-Esteem
- Language and Identity
- Language and Thought
- Languages and Power
- Latino Attitudes toward English
- Melting-Pot Theory
- Program Effectiveness Research
- Social Class and Language Status
- Social Class and School Success
- Status Differences among Languages
- U.S. Census Language Data
- Views of Bilingual Education
- Vygotsky and Language Learning
- Teaching and Learning
- Academic English
- Audio-Lingual Method
- Best English to Learn
- Bilingual Paraprofessionals
- Bilingual Teacher Licensure
- Classroom Discourse
- Communicative Approach
- Communities of Practice
- Concurrent Translation Method
- Contrastive Analysis
- Credentialing Foreign-Trained Teachers
- Critical Literacy
- Culturally Competent Teaching
- English, How Long to Learn
- Error Analysis
- Four-Skills Language Learning Theory
- Grammar-Translation Method
- Language Experience Approach to Reading
- Language Learning in Children and Adults
- Language Study Today
- Literacy Instruction, First and Second Language
- Natural Approach
- Primary-Language Support
- Professional Development
- Proficiency, Fluency, and Mastery
- School Leader's Role
- Situated Learning
- Social Learning
- Spanish-Language Enrollments
- Teacher Certification by States
- Teacher Preparation, Then and Now
- Teacher Qualifications
- Technology in Language Teaching and Learning
- Transformative Teaching Model
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