Language and Literature Research PPT_Final.ppt

language research

1. Filipino Teachers’
Accent in Multilingual
EFL Classrooms:
Implications for ELF-
informed Pedagogy

2. 2
Findings

3. Steve began to question his
identity as an English teacher
since he did not sound like
the English speaker actors he
watched on TV.
With his exposure to different
nationalities while working
and living in country X, Steve
realized that people have
different English-speaking
accents. Thus, as an English
teacher, he brings such a
perception to inform his
language pedagogy.

“My Filipino accent is
a mark of who I am.”
-Steve
3
http://clipart-library.com/clip-art/thinking-
clipart-transparent-21.htm

4. Although, he perceived that his
Filipino accent is clear and is easy to
understand, his previous job as an
English teacher to Koreans, Italians,
and Chinese students required him to
neutralize his accent.
4
“I had a thick
regional accent so I
had to neutralize it.”
Harry
“Neutral accent wasn't like an
American or British accent, but certain
people in the Philippines working in
BPO call it the neutral accent. I guess
my employer back then just wanted me
to neutralize my Ilonggo accent”.
http://clipart-library.com/clip-art/thinking-
clipart-transparent-21.htm

5. Discussions
5

6. Teachers’ perceptions
of their Filipino accent
were shaped by
cultural, social, and
pedagogical factors,
allowing them to
identify, adapt, and
practice their teaching
repertoire in an ELF-
informed pedagogy.
6
1
Their experiences of how they were received as language teachers with their accents,
especially in language teaching, suggest a strange perception of the people around them
toward the English language as monocentric and monolithic (Jenkins, 2009).
2
They realized that the meaning of being English teachers was not to teach
standard English and that there is no superior accent when speaking English.
3
They also acknowledged that comprehensibility and intelligibility are important
when speaking a language, especially if English is used as a lingua franca.

7. Limitations
7
1
3
2
The study only explores Filipino
teachers using narrative inquiry as a
method.
The findings of the present study can also be
triangulated by employing classroom observations and
interviews with multilingual students.
Future studies may build on this study by exploring various
experiences of language teachers in a multilingual and
multicultural context to support or argue the existing findings.

8. Conclusions
8

9. Conclusions
It is also important for
language teachers to
constantly build on
their language
teaching repertoire
and include practices
that promote diversity
and multiculturality in
the classroom.
There is a need for
consideration among
school administrators
and classroom
language practitioners
regarding the use of
language teaching
materials.
9
To allow for a
space for equity
and equality in
language
teaching, it is
essential to
acknowledge
various accents
and Englishes
among
language
teachers.
1 2 3

10. Reference
◦
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◦
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◦
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https://www.pinterest.ph/pin/692709986436312351/