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 a modified accent impact on personal identity. Is accent
modification regarded by the individual neutrally or is it seen as
'selling out'?
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