English with an Accent: Language, Ideology and Discrimination in the United States
By Rosina L. Lippi-Green. 1997
Preface Introduction: Language Ideology or Science Fiction? 1. The Linguistic Facts of Life 2. Language in Motion 3. The Myth of Non-Accent 4. The Standard Language Myth 5. Language Subordination 6. The Educational System: Fixing the Message in Stone 7. Teaching Children How to Discriminate (What We Learn From the Big Bad Wolf) 8. The Information Industry 9. Real People with a Real Language: The Workplace and the Judicial System 10. The Real Trouble with Black English 11. Hillbillies, Hicks & Southern Belles: The Language Rebels 12. Defying Paradise: Hawai'i 13. The Other In The Mirror 14. !Ya Basta! 15. The Unassimilable Races: What It Means To Be Asian 16. Case Study: Moral Panic in Oakland 17. Case Study: Linguistic Profiling and Fair Housing 18. Conclusions: Civil (Dis)obedience And The Shadow of Language Glossary Bibliography I Bibliography II
Subfields: Linguistics, Social Sciences & Humanities
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In Linguistics
- Kathryn Campbell‐Kibler
- April Baker-Bell
- Aneta Pavlenko
- Tracey M. Derwing
- John M. Levis
- Murray J. Munro
- Stephanie Lindemann
- Okim Kang
In Social Sciences & Humanities
- Kathryn Campbell‐Kibler
- April Baker-Bell
- Aneta Pavlenko
- Tracey M. Derwing
- John M. Levis
- Murray J. Munro
- Stephanie Lindemann
- Okim Kang
Citations in the corpus
- Bilingualism, gender, and ideology (2001, background): “…scholarship is devoted to the critique of the native/non-native speaker and majority/minority dichotomies, predicated on the cornerstone of modern linguistic theory, assumption of monolingualism as the main linguistic condition (Heller, 1999; Lippi-Green, 1997; Romaine, 1995; Woolard, 1998a).”
- What Do ESL Students Say About Their Accents (2003, background): “) Lippi-Green (1997) has charged that accent is integrally related to ethnic stereotyping; indeed, she argues, in light of evidence in the US, that ’it is not all foreign accents, but only accent linked to skin that isn't white, or which signals a third world homeland, that evokes such negative reac”
- Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States (2002, background): “Lippi-Green 1997 cites one such example (Mr.”
- Putting accent in its place: Rethinking obstacles to communication (2008, background): “Lippi-Green (1997) pointed out the strong association of accent with race.”
- Revisiting the Intelligibility and Nativeness Principles (2020, background): “A wealth of previous research has shown that listeners evaluate non-standard native accents more negatively than standard native accents (e.g., Dragojevic, Mastro, Giles, & Sink, 2016; Giles, Wilson & Conway, 1981; Lippi-Green, 2012).”
- The Implicit Association Test and sociolinguistic meaning (2012, background): “In the US, (ING) is tied to region, with -in form more prevalent in the South (Hazen, 2008) and strongly associated in the popular imagination (Campbell-Kibler, 2007) with the Southern accent, which itself is the most well-known accent in the country (Lippi-Green, 1997; Preston, 1997).”
- Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010 (2012, background): “Other studies have also shown that foreign-accent discrimination is a problem faced by many L2-speakers in North America (Lippi-Green, 1997; Munro, 2003).”
- Prescription vs. praxis: The evolution of future temporal reference in French (2009, background): “This is why linguists often characterize the standard as an ideology (e.g. Lippi-Green 1997, Milroy 2000, Milroy & Milroy 1999, Trudgill 1999, Watts 2000).”