LEADER 03437nam 22005771 450 001 9910823707203321 005 20200514202323.0 010 $a1-350-05495-X 010 $a1-350-05493-3 024 7 $a10.5040/9781350054950 035 $a(CKB)4340000000270899 035 $a(MiAaPQ)EBC5302866 035 $a(OCoLC)1023861607 035 $a(UtOrBLW)bpp09261721 035 $a(Au-PeEL)EBL5302866 035 $a(CaPaEBR)ebr11519862 035 $a(EXLCZ)994340000000270899 100 $a20180320d2018 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAccent and teacher identity in Britain $elinguistic favouritism and imposed identities /$fAlex Baratta 210 1$aLondon :$cBloomsbury Academic,$d2018. 215 $a1 online resource (210 pages) 311 $a1-350-13465-1 311 $a1-350-05492-5 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- 1. Personal and Professional Identities in the Teaching Profession -- 2. Accents in Britain and Linguistic Prejudice -- 3. Methodological Approach -- 4. Acceptance of Modification of Language -- 5. Aspiring to a Personally Idealised Teacher Identity -- 6. Abandoning the Personal Identity by Request -- 7. Concluding Thoughts and the Need for Standard Accents -- References -- Index 330 $a"In British society, we celebrate diversity and champion equality across many areas, such as race and religion. However, where do British accents stand? Do notions such as 'common' or 'posh' still exist regarding certain accents, to the extent that people are deemed fit, or not, for certain professions, despite their qualifications? Accent and Teacher Identity in Britain explores these questions and Alex Baratta's research shows that those with accents regional to the North and Midlands are most likely to be told by mentors and senior staff to essentially sound less regional, whereas those from the Home Counties are less likely to be given instructions to change their accent at all. Baratta investigates the notion of linguistic power, in terms of which accents appear to be favoured within the context of teacher training and from the perspective of teachers who feel they lack power in the construction of their linguistic teacher identity. He also questions modifying one's accent to meet someone else's standard for what is 'linguistically appropriate', in terms of how such modified accents impact on personal identity. Is accent modification regarded by the individual neutrally or is it seen as 'selling out'?"--Bloomsbury Publishing. 606 $aEnglish language$xDialects$zGreat Britain 606 $aEnglish language$xSocial aspects$zGreat Britain 606 $aEnglish language$xVariation$zGreat Britain 606 $aIdentity (Psychology) 606 $aTeachers$xPsychology 606 $2Teacher training 615 0$aEnglish language$xDialects 615 0$aEnglish language$xSocial aspects 615 0$aEnglish language$xVariation 615 0$aIdentity (Psychology) 615 0$aTeachers$xPsychology. 676 $a428.0071 700 $aBaratta$b Alex$01061468 801 0$bUtOrBLW 801 1$bUtOrBLW 801 2$bUkLoBP 906 $aBOOK 912 $a9910823707203321 996 $aAccent and teacher identity in Britain$94030926 997 $aUNINA