Implications for the learners

The design or application of a new model of English will have an impact on

learners. Learners are the core of every educational setting and they might address the
reality of English as an International Language differently. As countries where English is
the official language attractions to university education (Graddol, “English Next”, 2006,
pg.76), tourism and business English used is the most important one (Graddol, “Future of
English”, pg. 36). On the field of accent, for instance, learners may be keener on imitating
or acquiring a native-like accent. As reported by B. Laura in her report “Students’ attitude
towards English teacher’s accent”, learners seem to desire to sound nativelike to avoid
miscommunication or discrimination (Gluszek and Dovidio, 2010, cited by B. Laura, pg.
122). Learners may also feel a predisposition of social status perceptions, i.e., the degrees
in which languages are perceived by groups defined by their degree of superiority,
attractiveness and dynamism (Zahn and Hopper 1985, cited by L. Carmen pg. 117). The
diffusion of linguistic patterns on social media is leading to accommodation which may
represent a motive to alter speech particularities (L. Carmen, 2007) and gain interest to
certain accents and the kind of English to be learned by the learners. Nonetheless, English
is no longer a language that belongs to a specific group but to the one who uses it. For
such characteristic, learners should have the opportunity to be exposed to several
varieties of English and to gain cultural awareness and communicative competencies in a
wider spectrum.
By allowing learners to be exposed to varieties of accents and pronunciation
patterns, fluent speakers and interlocutors in a globalized world can be enabled. Areas of
improvement in the teaching of skills can take place by the implementation of extended
exposure to other accents and pronunciation utterances that are equally acceptable as
native speakers. Implications on current views over Native and Non-native accents may
lead to developing negative perceptions and misunderstandings. I. Yurika (2019, pg. 62)
questions such views as:
“Considering the sociolinguistic reality of English, it is questionable whether the
sole reliance of the “native” English speaker pronunciation model in ELT
classrooms is appropriate. As there is a risk of language learners developing
preconceived views towards certain English accents, there is a need for a better
understanding of language learners’ perceptions of different English accents.”
On this sense, teachers from some parts of the United States consider that an
improvement over listening skill comprehension. It undeniable that in any circumstance
they might be involved, they are likely to encounter not just native speakers but speakers
of other language who are very able to speak English as well (Graddol, 2006 cited by
McCaughey, 2015, pg. 11). The exposure and training to different accents may help
students be better equipped to broaden their knowledge about English (Takagaki, 2005,
pg. 5).
The exposure to learners to different languages may enhance cultural awareness
and tolerance to people whose native language is not English. The ideology of
“nativeness” and uniformity of languages diminishing speakers with low intelligibility and
negative personal evaluation (Shuck, 2006 cited by H. Fabio, pg. 102-103). By arising
cultural awareness, learners may develop more tolerance and more favorable
comparisons to different accents (Takagaki, 2005, pg. 5). It is crucial to note that these
assumptions go far beyond the teaching and learning of the language. By achieving such
assumption, learners will be able to comprehend that every language share varieties.
Accents should be understood by learners as a coloring and flavoring effect over speech
and that its gives people a unique identity as it reveals origins, age and other data (S.
Sarah, 2013; C. Richard, 2014). Noticing and understanding language complexity in
learners with regards to accents may help them adapt to varied circumstances. In
sociolinguistics, such phenomenon would be better explained as “code-switching” to have
a better command of conversational situations (L. Carmen, 2007, 102). In a nutshell,
enhancing students perception over accents could raise students’ cultural awareness and
tolerance to other speakers from around the world.
Accent and identity
As English has spread, it cannot be said that English just belongs to a specific
ethnic group. In contrast, English becomes part of the identity of the person who speaks it,
as a result, an accent is given. Even in countries where English is spoken, enormous
varieties of accents of English can be found. The tendency to resort, for instance, to
Receive Pronunciation or General American accent relies on historical facts. In a globalize
world, the exposure to some specific accents may provoke miscommunication among a
global community. As ____ suggests, accents are the color and flavoring of our speech
and it is a mark on our identity. There is no such thing of “wrong accent”. If teaching
English as an International Language succeeds at some point in future in pedagogical
backgrounds, learners could have the possibilities to better understand the identity and
background of a person. In theory, by knowing this information, accommodations in
language patterns can occur as a result of intercultural exposure.
 Intelligibility
In sociolinguistic contexts, accents may lead to stereotyping and discrimination. Education
in areas where focus on pronunciation should be done by incorporating regional variations
taking both RP and GA as reference. David Crystal suggests the existence of “World
Englishes” in which each English has its own particularities. In curriculum design, concepts
of…… may provide trainers and authorities to a clearer understanding of linguistic
variations across the globe. Socially speaking, imitation of certain accents may provide
learners with certain degree of prestige. However, the cost of communication may be at
high risk as unintelligible understandings may take place. Thus, the importance of transfer
of training in regards to listening development seems to be a more feasible and humanistic
way to increase intelligible communication.
Scholars and the Common European Framework have seemed to get into
agreement in regards to the inclusion of different accents in the curriculum. For scholars,
the importance of accent in the training of listening skills and communicative competence
can be strongly enhanced as acceptance and codification of meaning can be easily done
reducing the risk of ungrammatical misunderstanding and cultural awareness. Learners
can be more familiarized with accents in the global by building up a schema that allows
them better adjust to different environments. For the CEFR, accent plays a minimum role
aside from sociological phenomena as discrimination and stereotyping. For this organism,
as long as accent does not interfere with the continuum process of communicating full
ideas, language users should be able to maintain conversational interactions in different
contexts. It is also important to raise student’s awareness that discrimination due to accent
patterns is penalized by laws in most countries where English is the official language.
Learners have the right to choose the kind of education they want and they need.
Incorporating options for students in language exchanges may help them overcome
communication barriers. Language materials and books should get adjusted to incorporate
varieties of Englishes. As English has become the medium of communication, varieties are
object to be found everywhere. As a result, the importance of exposing learners to different
cultural backgrounds through the language that is spoken in those areas could help them
better fit within ethnic groups and society.