To pronounce or not to pronounce
A critical analysis of pronunciation instruction for newcomers in Canada
DOI:
https://doi.org/10.25071/2564-2855.51Keywords:
ESL, pronunciation instruction, adult newcomers, linguistic inclusion, language standardization, critical language pedagogyAbstract
As a subtle yet pervasive part of English as a Second Language (ESL) programs, pronunciation instruction for adult newcomers poses linguistic concerns based on historical power dynamics shaped by sociopolitical factors in Canada. Pronunciation courses inadvertently tend to prioritize segmental features and encourage accent reduction for better employability and integration goals and thus disregard the sociocultural identities of learners. Through this critical analysis, I bring a new perspective to “Standard Canadian English” by drawing on language pedagogy, learner and teacher perspectives, and language policies. I examine how Anglonormativity manifests itself in Canadian language classrooms by systemically marginalizing linguistic variety and perpetuating assimilation. The disparity between multiculturalism ideals and classroom realities urges the educational system to seek intelligibility-focused instruction, teacher professional development opportunities, and inclusive curricula that validate diverse linguistic repertoires. Therefore, this paper makes a strong case for systemic improvements to support immigrants in navigating Canadian life by challenging monoglossic norms embedded in language education.
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