Unveiling Pre-service Teachers' Attitudes Towards their own English Accents: Implications of the Standard Language Ideology in a Colombian University

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Universidad Industrial de Santander
The present case study seeks to detect pre-service teachers’ attitudes towards their own accents and the relation of these attitudes to the standard language ideology (SLI) at Universidad Industrial de Santander (UIS). This research follows a mixed approach that implemented four types of instruments. First, a Relational Content Analysis to the book used in the University Phonetics and Phonology courses. Second, a set of interviews to the Phonetics and Phonology instructors. Third, a Likert scale questionnaire to pre-service teachers. And finally a set of hypothetical-situation interviews to pre-service teachers. These four instruments helped achieve the objectives of this research. The findings indicate that in general, participants have positive attitudes towards their own accents. The justification for their positive attitudes involves three main aspects 1) the recognition of accent diversity, 2) the importance of intelligibility and 3) the respect for identities. Additionally, some inconsistencies were found during the results analysis. Said inconsistencies show that it may be possible for the pre-service teachers to unconsciously hold negative attitudes towards their accents, as a result of the influence of the Standard Language Ideology (SLI). Therefore, it is essential to question and debate about language ideologies and language attitudes amongst pre-service teachers; so as to promote environments of reflection, inclusion and comfort in the classroom.
Estándar, Ideologías, Acentos, Actitudes, Ideología de la Lengua Estándar (ILE)