accented speech and english-medium instruction: …
TRANSCRIPT
alicehendersonuniv-smbfr
LLSETI Universiteacute Savoie-Mt Blanc
EPIP5 Caen 17-19 May 2017
ACCENTED SPEECH AND ENGLISH-MEDIUM INSTRUCTION
WHAT CAN TEACHERS AND STUDENTS DO
2
OUTLINE
bullAccented speech 45bullDefinition Cognitive and Social Impact
bullEnglish-medium instruction 20bullDefinition European amp French Context
bullWhat can we do 35bullInterventions amp Future Research
EPIP5 Caen 17-19 May 2017 3
ACCENTED SPEECH
4
ACCENTED SPEECH WHO JUDGES WHOM= speech exhibiting acoustic features from the speakerrsquos mother tongue
perhaps THE most salient social marker
EPIP5 Caen 17-19 May 2017
Bishop H Coupland N and P Garrett (2005)
Thirty years of accent prejudice in the UKActa Linguistica Hafniensia Vol 371 pp 131-154
new survey of 5010 informants across the UK w BBC ldquoVoicesrdquo project
compared to Giless (1970) study of social evaluation of major UK accents
different designs BUT overall remarkable similarity
5
FAS WHO JUDGES WHOMforeign-accented speech asymp non-native speech
What is lsquonon-standardrsquo
What is an lsquoerrorrsquo
Image from website of PhD project
by Tingting Hui Universiteit Leiden
The Performative Force of Accented
Speech Language Body and Violence
ldquothe language of nonnative speakers may
undergo greater scrutiny than that of non-
stigmatized native speakers making
identification of native pronunciations
(including reduced vowels and unreleased
stops) as lsquoerrorsrsquo more likelyrdquo (Lindemann 2016)
6
Lindemann S (2016)
Variation or lsquoErrorrsquo Perception of PronunciationVariation and Implications for Assessment
in Isaacs T amp Trofimovich P (Eds) (2016)Second Language Pronunciation AssessmentInterdisciplinary Perspectives
EPIP5 Caen 17-19 May 2017 7
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
2
OUTLINE
bullAccented speech 45bullDefinition Cognitive and Social Impact
bullEnglish-medium instruction 20bullDefinition European amp French Context
bullWhat can we do 35bullInterventions amp Future Research
EPIP5 Caen 17-19 May 2017 3
ACCENTED SPEECH
4
ACCENTED SPEECH WHO JUDGES WHOM= speech exhibiting acoustic features from the speakerrsquos mother tongue
perhaps THE most salient social marker
EPIP5 Caen 17-19 May 2017
Bishop H Coupland N and P Garrett (2005)
Thirty years of accent prejudice in the UKActa Linguistica Hafniensia Vol 371 pp 131-154
new survey of 5010 informants across the UK w BBC ldquoVoicesrdquo project
compared to Giless (1970) study of social evaluation of major UK accents
different designs BUT overall remarkable similarity
5
FAS WHO JUDGES WHOMforeign-accented speech asymp non-native speech
What is lsquonon-standardrsquo
What is an lsquoerrorrsquo
Image from website of PhD project
by Tingting Hui Universiteit Leiden
The Performative Force of Accented
Speech Language Body and Violence
ldquothe language of nonnative speakers may
undergo greater scrutiny than that of non-
stigmatized native speakers making
identification of native pronunciations
(including reduced vowels and unreleased
stops) as lsquoerrorsrsquo more likelyrdquo (Lindemann 2016)
6
Lindemann S (2016)
Variation or lsquoErrorrsquo Perception of PronunciationVariation and Implications for Assessment
in Isaacs T amp Trofimovich P (Eds) (2016)Second Language Pronunciation AssessmentInterdisciplinary Perspectives
EPIP5 Caen 17-19 May 2017 7
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
OUTLINE
bullAccented speech 45bullDefinition Cognitive and Social Impact
bullEnglish-medium instruction 20bullDefinition European amp French Context
bullWhat can we do 35bullInterventions amp Future Research
EPIP5 Caen 17-19 May 2017 3
ACCENTED SPEECH
4
ACCENTED SPEECH WHO JUDGES WHOM= speech exhibiting acoustic features from the speakerrsquos mother tongue
perhaps THE most salient social marker
EPIP5 Caen 17-19 May 2017
Bishop H Coupland N and P Garrett (2005)
Thirty years of accent prejudice in the UKActa Linguistica Hafniensia Vol 371 pp 131-154
new survey of 5010 informants across the UK w BBC ldquoVoicesrdquo project
compared to Giless (1970) study of social evaluation of major UK accents
different designs BUT overall remarkable similarity
5
FAS WHO JUDGES WHOMforeign-accented speech asymp non-native speech
What is lsquonon-standardrsquo
What is an lsquoerrorrsquo
Image from website of PhD project
by Tingting Hui Universiteit Leiden
The Performative Force of Accented
Speech Language Body and Violence
ldquothe language of nonnative speakers may
undergo greater scrutiny than that of non-
stigmatized native speakers making
identification of native pronunciations
(including reduced vowels and unreleased
stops) as lsquoerrorsrsquo more likelyrdquo (Lindemann 2016)
6
Lindemann S (2016)
Variation or lsquoErrorrsquo Perception of PronunciationVariation and Implications for Assessment
in Isaacs T amp Trofimovich P (Eds) (2016)Second Language Pronunciation AssessmentInterdisciplinary Perspectives
EPIP5 Caen 17-19 May 2017 7
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
ACCENTED SPEECH
4
ACCENTED SPEECH WHO JUDGES WHOM= speech exhibiting acoustic features from the speakerrsquos mother tongue
perhaps THE most salient social marker
EPIP5 Caen 17-19 May 2017
Bishop H Coupland N and P Garrett (2005)
Thirty years of accent prejudice in the UKActa Linguistica Hafniensia Vol 371 pp 131-154
new survey of 5010 informants across the UK w BBC ldquoVoicesrdquo project
compared to Giless (1970) study of social evaluation of major UK accents
different designs BUT overall remarkable similarity
5
FAS WHO JUDGES WHOMforeign-accented speech asymp non-native speech
What is lsquonon-standardrsquo
What is an lsquoerrorrsquo
Image from website of PhD project
by Tingting Hui Universiteit Leiden
The Performative Force of Accented
Speech Language Body and Violence
ldquothe language of nonnative speakers may
undergo greater scrutiny than that of non-
stigmatized native speakers making
identification of native pronunciations
(including reduced vowels and unreleased
stops) as lsquoerrorsrsquo more likelyrdquo (Lindemann 2016)
6
Lindemann S (2016)
Variation or lsquoErrorrsquo Perception of PronunciationVariation and Implications for Assessment
in Isaacs T amp Trofimovich P (Eds) (2016)Second Language Pronunciation AssessmentInterdisciplinary Perspectives
EPIP5 Caen 17-19 May 2017 7
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
ACCENTED SPEECH WHO JUDGES WHOM= speech exhibiting acoustic features from the speakerrsquos mother tongue
perhaps THE most salient social marker
EPIP5 Caen 17-19 May 2017
Bishop H Coupland N and P Garrett (2005)
Thirty years of accent prejudice in the UKActa Linguistica Hafniensia Vol 371 pp 131-154
new survey of 5010 informants across the UK w BBC ldquoVoicesrdquo project
compared to Giless (1970) study of social evaluation of major UK accents
different designs BUT overall remarkable similarity
5
FAS WHO JUDGES WHOMforeign-accented speech asymp non-native speech
What is lsquonon-standardrsquo
What is an lsquoerrorrsquo
Image from website of PhD project
by Tingting Hui Universiteit Leiden
The Performative Force of Accented
Speech Language Body and Violence
ldquothe language of nonnative speakers may
undergo greater scrutiny than that of non-
stigmatized native speakers making
identification of native pronunciations
(including reduced vowels and unreleased
stops) as lsquoerrorsrsquo more likelyrdquo (Lindemann 2016)
6
Lindemann S (2016)
Variation or lsquoErrorrsquo Perception of PronunciationVariation and Implications for Assessment
in Isaacs T amp Trofimovich P (Eds) (2016)Second Language Pronunciation AssessmentInterdisciplinary Perspectives
EPIP5 Caen 17-19 May 2017 7
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
FAS WHO JUDGES WHOMforeign-accented speech asymp non-native speech
What is lsquonon-standardrsquo
What is an lsquoerrorrsquo
Image from website of PhD project
by Tingting Hui Universiteit Leiden
The Performative Force of Accented
Speech Language Body and Violence
ldquothe language of nonnative speakers may
undergo greater scrutiny than that of non-
stigmatized native speakers making
identification of native pronunciations
(including reduced vowels and unreleased
stops) as lsquoerrorsrsquo more likelyrdquo (Lindemann 2016)
6
Lindemann S (2016)
Variation or lsquoErrorrsquo Perception of PronunciationVariation and Implications for Assessment
in Isaacs T amp Trofimovich P (Eds) (2016)Second Language Pronunciation AssessmentInterdisciplinary Perspectives
EPIP5 Caen 17-19 May 2017 7
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
Lindemann S (2016)
Variation or lsquoErrorrsquo Perception of PronunciationVariation and Implications for Assessment
in Isaacs T amp Trofimovich P (Eds) (2016)Second Language Pronunciation AssessmentInterdisciplinary Perspectives
EPIP5 Caen 17-19 May 2017 7
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
VARIATION amp PERCEPTION IN NS PRON
Natural connected speech phenomena regardless of the variety(Slips of the ear Shockey amp Bond 2007)
ldquo hellip the same pronunciation features may be perceived differentlydepending on who is believed to be using them and what stereotypesexist about the perceived speakerrdquo
(Lindemann 2016 198 quoting Niedzielski 1999)
EPIP5 Caen 17-19 May 2017 8
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
VARIATION amp PERCEPTION IN NS PRON
Vowel contrasts
Poor matching skills in task laquo match the vowel of a keyword in the sentence to one of 3 computer-synthesized vowels raquo
But the problem is NOT an inability to hear vowel diffs but rather hellip
hellip preconceived notions about what the speaker should sound like
Consonant production less variation
Mostly laquo unnoticed raquo - IF the speaker is identified as a
lsquostandardrsquo speaker
EPIP5 Caen 17-19 May 2017 9
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
VARIATION amp PERCEPTION IN NON-NS PRON (FAS)
Variation interpreted as rsquoerrorsrsquo
laquo listenersrsquo perception was more accurate when they thought thespeaker was Cantonese but more likely to identify perception as aquality of less than lsquoperfectrsquo English raquo
EPIP5 Caen 17-19 May 2017 10
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
DIFFERENTIAL NOTICING
Variation +- likely to be noticed depending on
location in word in utterance
how the speaker is identified OR who assumed to be
listenerrsquos L1
listenerrsquos L2(s) experience(s)
task being used to reveal perception
EPIP5 Caen 17-19 May 2017 11
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
OVER-NOTICING AND BIAS
NNSs evaluated lower on status traits both by N and NN listeners (Miller
amp Hewgill 1964 Brennan amp Brennan 1981 Bresnahan et al 2002 Lindemann2003 Lev-Ari amp Keysar 2010 more cited by Lindemann 2016 on p202)
laquo Over-perception of NN speech features identified as lsquoerrorsrsquo may
be exacerbated by issues of systematic bias against (perceived)
NNspeech especially against that spoken by non-White speakers raquo
(Lindemann 2016 201)
EPIP5 Caen 17-19 May 2017 12
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
NEGATIVE ATTITUDES TO FAS amp PERFORMATIVITY
Rubin 1992 accent ethnicity amp lecture topic of NNsTAs
undergrads listened to a recorded lecture of a NS
photo of supposed speaker shown Asian or Caucasian
Asian photo= accent rated as less nativelike
AND hellip lower comprehension scores
Kang amp Rubin (2009) more likely to happen if listeners are already biased against FAS
Lecture-style speech in FAS Rubin amp Smith 1992 Kavas amp Kavas 2008
EPIP5 Caen 17-19 May 2017 13
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Lecture-style passages read by 8 NaE 5 FrE and 5 CzE speakers
21 Czech 19 French and 12 NaEnglish listener-respondents
2-step perception test
Short extracts (15 words) preference for speaker A or B
Longer extracts (40-words) dimensions of competence Likert scales
14EPIP5 Caen 17-19 May 2017
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EPIP4PRAGUE STUDY (VOLIN SKARNITZL amp HENDERSON 2017)
Native speakers received higher ratings for competence
All listeners harsh on their L1 for ldquoeffectivenessrdquo dimension
FR listeners out-group preference
for EN natives and for CZ speakers
CZ listeners more lenient with FR speakers
EPIP5 Caen 17-19 May 2017 15
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
hellip BIAS amp LANGUAGE TEACHERS
laquo we might expect good intentions to allow language teachers tomake more positive choices with respect to NN speech when there isopportunity for reflection However automatic implicit processessuch as those involved in speech perception may still be subject tosociety-wide biases raquo
Lindemann 2016 pp203
EPIP5 Caen 17-19 May 2017 16
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
ORIENTATION TO A NS MODEL
laquo a focus on close analysis of language can lead listeners to become more aware of language features that may not interfere with speakersrsquo ability to communicate including some of the otherwise non-salient variation in specificsounds raquo
Lindemann 2016 pp204
EPIP5 Caen 17-19 May 2017 17
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
ORIENTATION TO A NS MODEL
Parallel w FLF MUCH LESS research but hellip
The choice of norms amp models is challenging
29 countries = sole or 1 of official languages
Another 24 = members of OIF
By 2060 francophones in Africa will double
Assessment based on a lsquonativersquo norm
Potential for a NON native standard
Citing Kennedy et al in Isaacs amp Trofimovich (2016)
EPIP5 Caen 17-19 May 2017 18
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPLICATIONS OF A NS MODEL
Misperceptions can be linked to societal biases
Reasons for (over-)perception of non-standard features
linguistic training focused on NNS lsquomistakesrsquo
or which laquo does not include closer investigation of the variationnaturally present in non-stigmatized native varieties raquo
Lindemann 2016 pp204
19EPIP5 Caen 17-19 May 2017
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPLICATIONS INTELLIGIBILITY AINrsquoT THE GRAIL
still implies an evaluator
WHO is the evaluator
the same potential biases can still exist
Are evaluators familiar with variation in the norm andor in the variety of the individual being evaluated
Lindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 20
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPLICATIONS RESEARCH NEEDS TO LOOK AT hellip
what variation exists in the norm
and does NOT interfere
between speakers who show goodwill (citing Lippi-Green 2012) and a
desire to communicate
Then hellip do the same for non-standard varieties
hellip and various permutations (and then after breakfast )
Jenkins (2000) as long as speaker had consistent vowel quality a
bit of varation didnrsquot interfere with communicationLindemann 2016 pp204-5
EPIP5 Caen 17-19 May 2017 21
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPLICATIONS LANGUAGE TEACHERS SHOULD
explicit their choices (models targets) for a given set of learners
for pronunciation AND for listening separately
align their instruction amp assessment with that
deal with the fall-out may have to convince parents colleagues administrators
(adult) learners etc
may have to bow to institutional pressures
EPIP5 Caen 17-19 May 2017 22
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 23
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXAMPLE FEEDBACK SHEET M1 PSYCHOLOGY
24
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPLICATIONS EVALUATOR TRAINING
How do you rate the speakerrsquos intelligibility
How familiar are you with that accent
Analyse specific sounds (amp prosodic features) which research
shows are key to communication
What beliefs amp unconscious biases do you have about the speaker
or their variety
Perhaps create a screening instrument
an Implicit Association test for different laquo S-L pairs raquo
Lindemann 2016 pp206
EPIP5 Caen 17-19 May 2017 25
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
DEFICIT-ORIENTED APPROACH TO L2 PRON
Ideology laquo promoting a standard language ideolgy privileges those whoselanguage is viewed as standard in spite of variation in that language to thedetriment of those who are not viewed as standard speakers in some casesbased purely on their appearance raquo
Precision laquo Because the standard is always implied rather than an objectivereality defining speech as an lsquoerrorrsquo because it is perceived as deviating fromthis vaugely defined standard also lacks precision This is not unlike referringto a speaker as lsquohaving an accentrsquo without specifying what kind since allspeakers have an accent raquo
26EPIP5 Caen 17-19 May 2017
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
LISTENER-ORIENTED APPROACH TO L2 PRON
Processing ease
try to prevent laquo slips of the ear raquo
Positive attitude to variation
look at the role of biases in intelligibility measures
+ how to reduce such biases (Lindemann 2016
Zielinski 2008)
27EPIP5 Caen 17-19 May 2017
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
TAKES TWO TO TANGO
EPIP5 Caen 17-19 May 2017 28
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
ENGLISH-MEDIUM INSTRUCTION
29
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
TERMINOLOGY amp TRANSLATIONS
Learning another subject via a non-maternal language
CLIL Content Language Integrated Learning
CLIL (Germany Austria)
Integrierte Lernen von Inhalt und Sprache
Integriertes Fremdsprachen- und Sachfach lernen
Fachunterricht mit einer Fremdsprache als Arbeitssprache
EMILE Enseignement drsquoune matiegravere en inteacutegrant une langue eacutetrangegravere (teaching of a subject by integrating an FL)
AIMEL apprentissage inteacutegreacute drsquoune matiegravere et drsquoune langue (Taillefer 2004)
(learning integrating a subject and a language)
EPIP5 Caen 17-19 May 2017 30
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
FORMS OF CLIL (RAumlSAumlNEN 2011)
non-clil
PRE-CLIL LSP
Discipline-Based
Language Teaching
PARTIAL CLIL
(language)OR (content)
AdjunctCLIL
CLIL
EPIP5 Caen 17-19 May 2017 31
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
32EPIP5 Caen 17-19 May 2017
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
KEY CLIL VARIABLES (TAILLEFER 2011)
Main aims
Target group
Main actors
Pedagogical approach ldquoWhat form of CLIL on the CLIL continuumrdquo
View of language incl ldquoWhat balance will be defined between target language fluency and
accuracyrdquo
ldquoIs the language of instruction seen to be a simple utilitarian tool or the
embodiment of disciplinary expertise itself rdquo
Assessment
ImplementationEPIP5 Caen 17-19 May 2017 33
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
WHY DO CLIL
34
Improve the learning of 2 things
academicsuccess
field content
anotherlanguage
future success
EPIP5 Caen 17-19 May 2017
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
FORMS OF CLIL (RAumlSAumlNEN 2011)
Adjunct CLIL
- language support coordinated with amp integrated in subject studies
- joint planning between teachers
- specified outcomes amp criteria content amp language
CLIL
- 100 dual approach 100 integration of language across subject teaching
- subject specialist teaches in the language OR team teaching
- specified outcomes amp criteria for content amp language
35EPIP5 Caen 17-19 May 2017
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
WHO WOULD BOTHER DOING CLIL
36
1999 Bologna Process
Since 2002 1047 increase in EMI programmes
Mostly MA level
100 and partially in English
North amp South mostly NL SU amp DK but also in southern
Europe
MORE amp MORE interactions between non-natives
EPIP5 Caen 17-19 May 2017
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
ENGLISH-TAUGHTMASTERS IN EUROPE
EPIP5 Caen 17-19 May 2017 37
(Brenn-White amp Faethe 2013)
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
bull Find your future and yourself
bull The university for the changing world
bull Irish educated globally connected
bull Experience one of the friendliest most
diverse and warmest communities
bull Come to Norway experience the
world
EPIP5 Caen 17-19 May 2017 38
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
CAMPUSFRANCEORG YOU NO LONGER NEEDFRENCH TO STUDY HERE
The French national agency for the promotion of higher education internationalstudent services and international mobility
Campus Francersquos catalog of postsecondary programs taught in English includes nearly1200 programs designed for English-speaking students
France is the first non-English speaking country for recruiting foreign students andprovides a wide offer of trainings taught in English It is thus no longer needed to befluent in French to study in France Studies to obtain an degree are completed byFrench classes an additional asset in an international carreer since it paves the wayto 75 French-speaking countries
EPIP5 Caen 17-19 May 2017 39
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
Choose France hellip
EPIP5 Caen 17-19 May 2017 40
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EPIP5 Caen 17-19 May 2017 41
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXAMPLES
EPIP5 Caen 17-19 May 2017 42
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXAMPLES
EPIP5 Caen 17-19 May 2017 43
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
LOI TOUBON (1994)
Seen as a reaction to increasing use of English esp in US-based global companies
Set quotas for use of English in State institutions and incommercial domains
EPIP5 Caen 17-19 May 2017 44
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
LA LOI FIORASO 2013 amp EMI IN FRENCH UNIS
Anglais agrave luniversiteacute Fioraso deacutenonce une formidable hypocrisie
La ministre de lenseignement supeacuterieur a expliqueacute vouloir mettrefin agrave une ineacutegaliteacute de fait entre grandes eacutecoles et universiteacutesavec lintroduction de cours en langues eacutetrangegraveres agrave la fac
EPIP5 Caen 17-19 May 2017 45
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-
hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EMI amp LA FRANCOPHONIEJe veux que les eacutetudiants reacuteussissent agrave luniversiteacute quils aient les mecircmes atouts que dansles [grandes] eacutecoles ougrave il y a des formations partiellement en anglais sans que personne nytrouve rien agrave y redire a-t-elle ajouteacute Pour la ministre il sagit de mettre fin agrave une ineacutegaliteacutede fait et de mettre la loi en harmonie avec les besoins du pays Geneviegraveve Fioraso apointeacute le risque de repli sur soi La francophonie cest linverse du repli sur soi a-t-elledeacutefendu
Cest linverse de la mort de la francophonie a soutenu Vincent Peillon ministre deleacuteducation interrogeacute sur France 2 Cest la diffeacuterence entre les patriotes et les nationalistes les nationalistes ont toujours abdiqueacute ils pensent que la France est grande quand elle sereplie sur elle-mecircme (hellip) Le patriotisme cest une France sucircre delle-mecircme a-t-il argueacute Ilfaut que la France attire lintelligence partout dans le monde et que nous diffusions notrefranccedilais partout dans le monde a-t-il ajouteacute
(httpwwwlemondefrsocietearticle20130521anglais-a-l-universite-fioraso-denonce-une-formidable-hypocrisie_3410228_3224htmlXpqeIQWk7VALQBd499)
EPIP5 Caen 17-19 May 2017 46
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EMI amp LA FRANCOPHONIE
Les deacuteputeacutes ont adopteacute un amendement hellip en imposant encontrepartie que les eacutetudiants eacutetrangers concerneacutes par lesenseignements en anglais puissent recevoir un apprentissage de lalangue franccedilaise
que cet enseignement pouvaitlecirctre pour faciliter le deacuteveloppement du cursus et de diplocircmestransfrontaliers
que les formations ne peuvent ecirctre que partiellement proposeacuteesen langue eacutetrangegravere
EPIP5 Caen 17-19 May 2017 47
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
RESISTANCEPedagogical Goal ne Institutional Goal
- Franglais row Is the English language conquering France
ldquoThose who oppose the introduction of English in French universities are
attached not only to the national language however but more
importantly to the vision of the world it carries A vision that differs from
the English or American world view This is the crux of the matter and for
a majority in France the strongest argument in favour of rejecting the
governments billrdquo (BBC News May 22 2013)
- Politecnico di Milano legal case (ongoing)
EPIP5 Caen 17-19 May 2017 48
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
WHAT CAN WE WE DO
49
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
Listener-oriented approach to L2 pronunciation
50EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
FAS PROCESSING EASE amp LEARNING Bad news few adult learners ever achieve native-like
pronunciation in the L2 (Flege Munro amp MacKay 1995)
Good news intelligibility and accentedness are partially independent (Munro amp Derwing 1995 cited in Derwing amp Munro 2015 6-7)
More bad news the vampire effect
where ldquothe accent distracts the receiver
from processing the central messagerdquo
(Mai amp Hoffman 2014 149)
51EPIP5 Caen 17-19 May 2017
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
FAS PROCESSING EASE amp LEARNING
learning = transfer towards long-term memory (LTM)
works best if load on working memory (WM)
good instructional design can help to counter the vampire effect
CLILEMI can be an opportunity to improve pedagogy
52EPIP5 Caen 17-19 May 2017
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
WHAT CAN WE DO
1 First accept that both speakers + listeners affect success of interactions
2 Then with both try to improve
cognitive processing ease(processing fluency)
attitude to variation
EPIP5 Caen 17-19 May 2017 53
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPROVE PROCESSING FLUENCY Listener training
Jungle Listening (Cauldwell) awareness of variation in NS amp NNS speech
Training in systematic variation High Variability Phonetic Training
Accent-independent adaptation to FAS (Baese-Berk Bradlow amp Wright)
Concentrating on NS-listener adaptation NOT on accent reduction (Weyant (2007)
Is feasible amp can be rapid (Clarke amp Garret 2004 1 minute )
Speaker training remember listenersrsquo needs Nativeness vs intelligibility Clear Speech Bradlow amp Bent 2008 phrasal stress Hahn
2004 intonational groupings Slater et al 2015 Accent extension programme (Giles
1971) ne accent reduction
lsquoCLIL Skillsrsquo Instructional design (Geary 2004 Sweller 2006 2008)
54EPIP5 Caen 17-19 May 2017
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXAMPLE 13 BAESE-BERKBRADLOW amp WRIGHT
Implications
Listeners may be able to develop general flexibility + accent-
specific learning
Auditory perceptual learning may occur without constant active
focussed attention to the task (eg passive (over)hearing of FAS
in media of mass communication or general environment)
ProductionPronunciation patterns among language users may
shift via individual listenerrsquos perceptual adaptations to laquo a newly
encountered contact variety of the target langauge raquo (p728)
55EPIP5 Caen 17-19 May 2017
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXAMPLE 23 GAO JIN amp SWELLLER (2013)
Gao Y Low R Jin P amp Sweller J (2013) Effects of speaker variability onlearning foreign-accented English for EFL learners Journal of EducationalPsychology 105(3) pp 649-665
Single vs multiple speakers
Expertise reversal effect
reasonably competent EFLESL learners benefited from having listened to multiple accents
less competent learners = reverse result learned more from listening to a single accent (WM effect)
56EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXAMPLE 33 DERWING ET AL (2002)Derwing TM Rossiter MJ amp Murray J Munro (2002) Teaching native speakers to
listen to foreign-accented speech Journal of Multilingual and Multicultural
Development Vol 234 pp 245-259
Effects of 8 weeks of cross-cultural awareness amp explicit linguistic instruction on
attitudes towards amp comprehension of FAS among social worker students Group 1 both types of instruction
Group 2 only cross-cultural training
Group 3 control = no instruction but did pre- and post-tests
Results
no sig before amp after diffs in listening comprehension passages read in V-
accented speech
no sig intergroup diffs in sentence transcription task
Group 1 amp 2 increased empathy (attitude questionnaires)57EPIP5 Caen 17-19 May 2017
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXAMPLE 33 DERWING ET AL (2002)
Those who ldquoreceived explicit instruction regarding the characteristics of
Vietnamese-accented English showed significantly greater improvement
in confidence that they could interact successfully with individuals who
speak English as a second language while the group that received only
cross-cultural awareness showed moderate gains Similarly the Accent-
trained group believed that their ability to understand foreign accents
improved as a result of instruction to a significantly greater degree than
the other groupsrdquo
58EPIP5 Caen 17-19 May 2017
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IMPROVE ATTITUDE TO VARIATION
Listener training
Derwing amp Munro (2014) Training native speakers to listen to L2speech In J Levis amp A Moyer (eds) Social dynamics in secondlanguage accent
ldquoNS reactions to L2 accented speech can be mitigated throughtraining perspective-taking exercises and carefully managedcontact activitiesrdquo (Derwing amp Munro 2015 152)
Fraser Listening in the multicultural university
Speaker training nativeness vs intelligibility
59EPIP5 Caen 17-19 May 2017
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
4 WAYS TO SEE lsquoERRORSrsquo
a) Evidence that learning has failed
b) Evidence that teaching has failed
c) Evidence that learners are willing to try amp communicate despite risks
d) Inevitable
products in the development of a learnerrsquos interlanguage
occurrences even in native speakerrsquos usage
(Tardieu 2009)
EPIP5 Caen 17-19 May 2017 60
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
laquo TREATING raquo STEREOTYPING amp DISCRIMINATION
Prejudice reduction lsquorsquomove people along the continuum
toward greater social tolerance equality and harmonyrdquo
(Levy 1999 p762)
EPIP5 Caen 17-19 May 2017 61
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
Levy SR (1999)
Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice
Journal of Social Issues 554 pp745-765
EPIP5 Caen 17-19 May 2017 62
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
TYPES OF INTERVENTION
Social learning = how people process social information
ideologies
belief systems
causal attribution Whose fault is it Who is responsible
conceptions of human nature static vs dynamic
63EPIP5 Caen 17-19 May 2017
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
IDEOLOGIES BELIEFS CAUSAL ATTRIBUTIONIdeology
Belief system
Central
principleCausal attributions
Potential
intervention
RWA (right-wing
authoritarianism) obey -
target the lack of
awareness
SDO (social
dominance
orientation)
make obey -role-play non-
dominant roles
Protestant
work ethic
ldquopeople can sort
themselves outrdquo
internal blame =
ldquoThey lack the motivation or disciplinerdquo-
Egalitarian-
humanitariansocial justice must
prevail
external sympathy empathy =
ldquoThey face discriminationrdquo
leads to helping behaviours to
alleviateremedy social injustice
-
Levy SR (1999) EPIP5 Caen 17-19 May 2017 64
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
CONCEPTIONS OF HUMAN NATURE
staticfixedentity dynamicincremental
Tendency to endorse + amp -
stereotypes more strongly
bull Tend to focus more on mediating
dynamic psychological processes
(needs goals experiences)
bull Believe traits can change
Levy SR (1999)
EPIP5 Caen 17-19 May 2017 65
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
PREJUDICE REDUCTION INTERVENTIONS
1) Intergroup interaction
2) Individual
3) Integrated (mix)
66
from httpsenwikipediaorgwikiapproaches_to_prejudice_reduction
Adapted for English language class use 2016-17 USMB M1 Psychology
EPIP5 Caen 17-19 May 2017
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
PREJUDICE REDUCTION INTERVENTIONS
Intergroup interaction
Interdependence
- cooperative learning
(not competitive)
To complete a task team members have to share info amp work
together
BUT usually children in schools not adults and is it limited to
individuals from the learning task or whole group
Intergroup Contact Work side by side adults some long-term results (months later)
Social Identity
Make racegenderother group-based identity less salient to people
by emphasizing different ways of categorizing people
BUT mostly lab-based studies
bull DEcateg = training to focus on a personrsquos unique indivd traits focus
on indivd diffs and away from group differences
bull REcateg =raising awareness of fact that your ingroup (Czech) is
actually part of a broader group (European)67
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
PREJUDICE REDUCTION INTERVENTIONS
Individual approaches
Affective
Perspective taking Walk a mile in my shoes Success in lab studies
Empathy
Instructed to feel empathy after reading about or watching
a video of discrimination Decreases discrimination AND
seems to increase willingness to have contact with
stigmatized folks
EPIP5 Caen 17-19 May 2017 68
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
Individual approachesCognitive
Thought awareness amp
suppression
Increase awareness of prejudiced thoughts amp actively suppress them
BUT sometimes actually increases prejudice
Attitude reconditioning
Recondition or retrain IMPLICIT prejudiced attitudes (outside our awareness)
Use classical conditioning and pair reps of stigmatized people with positive
images or words
BUT doesnrsquot work for conscious attitudes ok for implicit attitudes
Thought process
reconditioning
Training to engage in more complex thinking so make more accurate and less
biased assessments of people
Accountability amp value
consistencyTraining which creates internal conflict
Self-affirmationAffirming the self-worth of people if we feel good about ourselves wersquore less
likely to endorse prej beliefs
PREJUDICE REDUCTION INTERVENTIONS
69
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
Integrated approaches
Entertainment-based interventions esp reading interventions = 2nd most
popular prejudice reduction strategy tested in non-laboratory settings
bull typically in schools
bull last an average of 5 weeks
bull use engaging stories to influence prejudiced beliefs
PREJUDICE REDUCTION INTERVENTIONS
EPIP5 Caen 17-19 May 2017
bull Stories highlight positive interactions between children who are similar to
those receiving the intervention and children from a stigmatized group
bull Vicarious intergroup friendship occurs leading to more positive attitudes
BUT not sure how such interventions influence childrenrsquos behavior in actual
intergroup interactions
70
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
lsquoERRORSrsquo amp PERSPECTIVE- TAKING
Here is a conversation between two students who have just leftclass They are talking about the professorrsquos accent (for students specialising in language studies) Explain how the
features they are talking about are produced in a nativevariety of the language
(for students specialising in other fields) If you had been thatprofessor what would you have done differently hellip in order to sound more native
in order to be easier to understand
71EPIP5 Caen 17-19 May 2017
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
VIRTUAL REALITY amp HABITUATION
Phobia an irrationalfear or aversion to sthgHabituation the process by which youlessen an innateresponse to a frequently repeatedstimulus
EPIP5 Caen 17-19 May 2017 72
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
EXPERIMENT AUTUMN 2016
Master 1 Psychology USMB
On-line component (Moodle) of Jungle Listening
Data collection (quanti amp qualit) before amp after
First part of an attempt to modify
perceptioncognitive processing
attitude amp risk-taking
pronunciation (spring semester 2017)
EPIP5 Caen 17-19 May 2017 73
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
3-MINUTE THESIS FROM TERRIFIED A2 TO hellip
EPIP5 Caen 17-19 May 2017 74
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
FUTURE DIRECTIONSResearchers could hellip
collate research about (non-)salient variation in interactions NS-NS
add research about other interactions (NS-NNS and NNS-NNS)
create a screening instrument (an Implicit Association Test) for
evaluators faced with a variety of interaction pairs
Language teachers could hellip
get involved in EMI support (andor language policy decisions)
remember that it takes two to tango
contribute to improving processing ease amp attitudes to variation
75EPIP5 Caen 17-19 May 2017
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
BIBLIOGRAPHY
Baese-Berk M Bradlow A amp B Wright (2013) Accent-independent adaptation to FAS Journal of the Acoustical Society of America 133(3) pp 174-180
Bishop H Coupland N and P Garrett (2005) Thirty years of accent prejudice in the UK Acta Linguistica Hafniensia Vol 371 pp 131-154
Bradlow AR amp T Bent (2008) Perceptual adaptation to non-native speech Cognition 106(2) pp 707-29
Brennan E M amp JS Brennan (1981) Measurements of accent and attitude toward Mexican-American speech Journal of Psycholinguistic Research 10 pp 487ndash501
Brenn-White M amp E Faethe (2013) English-taught Masterrsquos programmes in Europe A 2013 update A briefing paper from the Institute of International Educationrsquos Center for Academic Mobility Research PDF available at
httpswwwiieorgResearch-and-InsightsPublicationsEnglish-Language-Masters-Briefing-Paper-2013-Update
Bresnahan M J Ohashi R Nebashi R Liu W Y amp SM Shearman (2002) Attitudinal and affective response toward accented English Language and Communication 22 pp 171ndash185
Cauldwell R (2013) Phonology for listening Birmingham UK Speech in Action
Clarke CM amp MF Garrett (2005) Rapid adaptation to foreign-accented English The Journal of the Acoustical Society of America 116(6 pp 3647-58
DOI 10112111815131
De Meo A (2012) How credible is a non-native speaker Prosody and surroundings In M G Busagrave amp A Stella (eds) Methodological Perspectives on Second Language Prosody Papers from ML2P 2012 pp 3ndash9 Padova
CLEUP
Derwing TM Rossiter MJ amp MJ Munro (2002) Teaching native speakers to listen to foreign-accented speech Journal of Multilingual and Multicultural Development Vol 234 pp 245-
259 httpdxdoiorg10108001434630208666468
Derwing T M amp MJ Munro (2014) Training native speakers to listen to L2 speech In J M Levis amp A Moyer (Eds) Social dynamics in second language accent pp 219ndash236 Boston Mouton de Gruyter
Derwing T M amp MJ Munro (2015) Pronunciation fundamentals Evidence-based perspectives for L2 teaching and research Amsterdam John Benjamins Publishing
Flege J Munro M amp I Mackay (1995) Factors affecting strength of perceived accent in a second language Journal of the Acoustical Society of America 97 5 pp 3125-3134 PDF available at
httpjimflegecomfilesFlege_Munro_factors_affecting_JASA_1995pdf
Fraser H (2011) Speaking and listening in the multicultural university A reflective case study Journal of Academic Language amp Learning Vol 51 pp 110-128 PDF available at
httpjournalaallorgauindexphpjallarticledownload12399
Gao Y Low R Jin P amp J Sweller (2013) Effects of speaker variability on learning foreign-accented English for EFL learners Journal of Educational Psychology 105(3) pp 649-665
Geary D C (2004) Evolution and cognitive development In R Burgess amp K MacDonald (eds) Evolutionary perspectives on human development (pp 99ndash133) Thousand Oaks CA Sage PDF Available at
httpwebmissouriedu~gearydEvoCogDev5bChap5dpdf
Giles H (1971) Teachersrsquo attitudes towards accent usage amp change Educational Review Vol 241 DOI 1010800013191710240102
Hahn L (2004) Primary stress and intelligibility Research to motivate the teaching of suprasegmentals TESOL Quarterly 38 pp 201ndash223
Henderson A (2014) Takes two to tango Research into accent comprehensibility and intelligibility and implications for CLIL In W Szubko-Sitarek et al (eds) Second Language Learning and Teaching pp 63-79 Lausanne
Switzerland Springer International Publishing DOI 101007978-3-319-00419-8_5
Hu G And Lindemann S (2009) Stereotypes of Cantonese English apparent nativenon-native status and their effect on non-native English speakersrsquo perception Journal of Multilingual and Multicultural Development 30 (3)
253ndash269
76
BIBLIOGRAPHY (CONTD)
Isaacs T amp P Trofimovich (eds) (2016) Second Language Pronunciation Assessment Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Jenkins J (2000) The phonology of English as an international language New models new norms new goals Oxford Oxford University Press
Kang O amp DL Rubin (2009) Reverse linguistic stereotyping Measuring the effect of listener expectations on speech evaluation Journal of Language and Social Psychology 28 (4) pp 441ndash456
Kavas A amp A Kavas (2008) An exploratory study of undergraduate college studentsrsquo perceptions and attitudes toward foreign accented faculty College Student Journal 42 pp 879ndash890
Kennedy S Blanchet J amp D Gueacutenette (2016) Teacher-ratersrsquo assessments of French lingua franca pronunciation pp 210-236 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matter DOI 1021832Isaacs6848
Lev-Ari S amp B Keysar (2010) Why donrsquot we believe non-native speakers The influence of accent on credibility Journal of Experimental Social Psychology 46 pp 1093ndash1096
Levy SR (1999) Reducing prejudice Lessons from socio-cognitive factors underlying perceiver differences in prejudice Journal of Social Issues 554 pp745-765
Lindemann S (2003) Koreans Chinese or Indians Attitudes and ideologies about nonnative English speakers in the United States Journal of Sociolinguistics 7 pp 348ndash364
Lindemann S (2016) Variation or lsquoerrorrsquo Perception of pronunciation variation and implications for assessment pp 193-209 In Isaacs T amp Trofimovich P (eds) Second Language Pronunciation Assessment
Interdisciplinary Perspectives Bristol Multilingual Matters DOI 1021832Isaacs6848
Lippi-green R (2012) English with an accent Language ideology and discrimination in the United States (2nd ed) New York Routledge
Mai R amp S Hoffmann (2014) Accents in business communication An integrative model and propositions for future research Journal of Consumer Psychology 241 pp 137ndash158
McCrae R R amp PT Costa (1987) Validation of the five-factor model of personality across instruments and observers Journal of Personality and Social Psychology 521 pp 81-90
Miller GR amp MA Hewgill (1964) The effect of variations in nonfluency on audience ratings of source credibility Quarterly Journal of Speech 501 pp 36-44 DOI10108000335636409382644
Niedzielski N (1999) The effect of social information on the perception of Sociolinguistic Variables Journal of Language and Social Psychology 18 (1) pp 62ndash85
Raumlsaumlnen A (2011) The promise and challenge of CLIL as a mediator for internationalisation (Conference Talk) Multilingual competences for professional and social success in Europe Warsaw 28 ndash 29 September 2011
PDF available at httpWwwCelelcOrgArchiveArchiv-texte052_raesaenen_clil_2011Pdf
Reber R amp N Schwarz (1999) Effects of perceptual fluency on judgments of truth Consciousness and Cognition 8 pp 338ndash342
Rubin D L (1992) Nonlanguage factors affecting undergraduatesrsquo judgments of nonnative English-speaking teaching assistants Research in Higher Education 33 pp 511ndash531
Shockey L amp ZS Bond (2007) Slips of the ear demonstrate phonology in action ICPHS Conference Saarbruumlcken August 6-10 PDF available at httpwwwicphs2007deconferencePapers10451045pdf
Slater T Levis J amp G Levis Muller (2015) Spoken parentheticals in instructional discourse in STEM and non-STEM disciplines The interaction of the prosodic ideational and interpersonal resources in signalling
information structure In G Gorsuch (Ed) Talking Matters Research on Talk and Communication of International Teaching Assistants pp 3ndash31 Stillwater OK New Forums Press
Sweller J (2008) Instructional implications of David C Gearys evolutionary educational psychology Educational Psychologist Volume 43 Issue 4 2008 (Special Issue Evolution of the Educated Species) pp 214-216
Sweller J Clark R Nguyen F (2006) Efficiency in learning Evidence-based Guidelines to manage cognitive load Pfeiffer San Francisco CA
Taillefer G (2012) CLIL in higher education The (perfect) crossroads of ESP and didactic reflection Asp Vol 63-64 pp 31-53 PDF available at httpsAspRevuesOrg3290
Tardieu C (2009) Corriger ou eacutevaluer Cahiers de lrsquoAPLIUT Vol 283 pp 9-25
Weyant JM (2007) Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language Journal of Applied Social Psychology 37 pp 703-716
77
THANK YOU
