國立虎尾科技大學 |

Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs./
作者:	Hughes, Ruthanne Joy Wenger.
面頁冊數:	1 online resource (248 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
標題:	Linguistics. -
電子資源:	click for full text (PQDT)
ISBN:	9798379942519

Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs.
Hughes, Ruthanne Joy Wenger.

Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs. - 1 online resource (248 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--University of South Carolina, 2023.

Includes bibliographical references

Nonnative English speakers are often judged based on their accent, but accent is perceived as well as produced. Race, gender, and religion interact to create complex and nuanced figures of personhood (Agha, 2005) impacting teachers' perceptions of students. Teachers' individual differences, including language proficiency, exposure to language, and previous training, also affect pronunciation ratings (e.g. Kang, 2008, 2012; Kang & Rubin, 2009). This dissertation investigated English as a second language teachers at evangelical English programs in South Carolina, addressing how teacher backgrounds interacted with institutionally circulating ideologies of race, gender, and religion, and these factors' impact on ratings of student speech.Qualitative methods included ethnographic observation and interviews, informing the design of a quantitative metric, a matched-guise pronunciation rating task wherein teachers rated the accentedness of speech samples matched with fabricated dossiers of "students." Target stimuli included native English speakers paired with combinations of race, gender, and religion to isolate the effects of perceived student identity on accentedness ratings. Qualitative analysis revealed institutional practices and frameworks of the schools' purpose that aligned with the historical legacy of colonialism and its push to assimilate students both culturally and linguistically. However, not all individuals took up the institutional values. Quantitative results were analyzed using mixed-model linear regressions, demonstrating that teachers at both sites rated Afghan "students" higher than White "students" (p=0.071) and rated men higher than women (p<0.05). Teachers with more experience provided lower ratings (p<0.001). Results also showed a trend for the number of second languages (L2s) a teacher spoke correlating with higher ratings; the teacher who spoke seven L2s rated students higher than did teachers with one L2 (p<0.01). Together, ideologies circulating at these institutions and metrics of teachers' engagement in reverse linguistic stereotyping provide a more complete picture of the biases operating unconsciously in these ESL programs. This research makes an important contribution to the field of second acquisition and to TESOL in particular because it pushes for greater inclusivity, sensitivity, and diversity. By shifting the focus of accent in the classroom from the student to the listening subject, this research holds implications for moving towards systemic change of accent discrimination, rather than focusing on individual remediation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379942519Subjects--Topical Terms:

557829
Linguistics.
Subjects--Index Terms:

ESL programsIndex Terms--Genre/Form:

554714
Electronic books.

Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs.
LDR:04085ntm a22004217 4500 001 1143728
005 20240517104937.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379942519
035 $a (MiAaPQ)AAI30310690
035 $a AAI30310690
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hughes, Ruthanne Joy Wenger. $3 1468509
245 1 0 $a Ideologies of Race, Gender, and Religion in Pronunciation Perception at Evangelical ESL Programs.
264 0 $c 2023
300 $a 1 online resource (248 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
500 $a Advisor: Moreno, Nina.
502 $a Thesis (Ph.D.)--University of South Carolina, 2023.
504 $a Includes bibliographical references
520 $a Nonnative English speakers are often judged based on their accent, but accent is perceived as well as produced. Race, gender, and religion interact to create complex and nuanced figures of personhood (Agha, 2005) impacting teachers' perceptions of students. Teachers' individual differences, including language proficiency, exposure to language, and previous training, also affect pronunciation ratings (e.g. Kang, 2008, 2012; Kang & Rubin, 2009). This dissertation investigated English as a second language teachers at evangelical English programs in South Carolina, addressing how teacher backgrounds interacted with institutionally circulating ideologies of race, gender, and religion, and these factors' impact on ratings of student speech.Qualitative methods included ethnographic observation and interviews, informing the design of a quantitative metric, a matched-guise pronunciation rating task wherein teachers rated the accentedness of speech samples matched with fabricated dossiers of "students." Target stimuli included native English speakers paired with combinations of race, gender, and religion to isolate the effects of perceived student identity on accentedness ratings. Qualitative analysis revealed institutional practices and frameworks of the schools' purpose that aligned with the historical legacy of colonialism and its push to assimilate students both culturally and linguistically. However, not all individuals took up the institutional values. Quantitative results were analyzed using mixed-model linear regressions, demonstrating that teachers at both sites rated Afghan "students" higher than White "students" (p=0.071) and rated men higher than women (p<0.05). Teachers with more experience provided lower ratings (p<0.001). Results also showed a trend for the number of second languages (L2s) a teacher spoke correlating with higher ratings; the teacher who spoke seven L2s rated students higher than did teachers with one L2 (p<0.01). Together, ideologies circulating at these institutions and metrics of teachers' engagement in reverse linguistic stereotyping provide a more complete picture of the biases operating unconsciously in these ESL programs. This research makes an important contribution to the field of second acquisition and to TESOL in particular because it pushes for greater inclusivity, sensitivity, and diversity. By shifting the focus of accent in the classroom from the student to the listening subject, this research holds implications for moving towards systemic change of accent discrimination, rather than focusing on individual remediation.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
650 4 $a English as a second language. $3 1148422
650 4 $a Educational evaluation. $3 555501
653 $a ESL programs
653 $a Evangelical English programs
653 $a Gender
653 $a Teachers' perceptions
653 $a Religion
653 $a Reverse linguistic stereotyping
653 $a Nonnative English speakers
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0443
690 $a 0441
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of South Carolina. $b Linguistics. $3 1148435
773 0 $t Dissertations Abstracts International $g 85-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30310690 $z click for full text (PQDT)