Imagining an anti-racist pronunciation pedagogy

Abstract

Abstract This article is an initial imagining of what an anti-racist pronunciation pedagogy (APP) might look like in ELT contexts such as immigrant employment training and international students studying in North American higher-education institutions. Three possible foci of an APP are briefly explored. First, this pedagogy helps students refuse the idea of the phonological superiority of the white native speaker. Furthermore, it reinforces intelligibility as a joint goal of both speaker and listener, thereby acknowledging how race and racism inform listener perceptions of speakers. Finally, an APP is an activist pedagogy that seeks to address institutionalized racism with regard to speech accent.