An investigation of student teachers' attitudes toward varieties of spoken English
Date
2010-08-16
Authors
Biesman-Simons, Claire
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Abstract
ABSTRACT
As the lingua franca of South Africa, English is spoken by first language (L1) and
additional language (AL) speakers, resulting in varieties of English being spoken.
Internationally, research findings suggest that listeners form attitudes toward people
according to their language (Cargile et al 1994 and Labov 1969a, b, 1972). In a country
with much diversity in language, South Africans’ attitudes and their subsequent
behaviour toward speakers are likely to be affected by a speaker’s language or variety
thereof. This research aimed to establish the attitudes that student teachers of English,
Mathematics and Science hold toward varieties of spoken English, with a specific focus
on learners’ spoken English. Two AL varieties of English (Afrikaans South African
English and Black South African English) and two L1 varieties (Indian South African
English and White South African English) were investigated. 18 third and fourth year
student teachers from the University of the Witwatersrand participated in focus groups
interviews. Each focus group followed a two-part format. Firstly, participants responded,
by means of a questionnaire, to four voice recordings, each representing one of the
varieties of English being researched. Secondly, the student teachers discussed their
attitudes toward varieties of English. These attitudes were then analysed within a
qualitative framework. This analysis was informed by Labov (1969a, b, 1972) who
demonstrated that one’s variety of English is not an indicator of one’s intellect and
ability. Kachru’s Three Concentric Circles (1996) provided a model for the interpretation
of the data. This model distinguishes between L1 and AL varieties of English and
illustrates the equality that exists between varieties of English - both of which are key
factors within a study of attitudes toward varieties of English in South Africa. The
findings indicated that, despite the equality that both Labov (1969a, b, 1972) and Kachru
(1996) outline, student teachers’ attitudes toward a speaker’s variety of English are
affected by numerous factors. These factors include the student teachers’ racial
background, language, education and teaching subjects. Participants voiced a range of
attitudes toward varieties of spoken English with some believing that one variety of
English, White South Africa English, holds more linguistic capital while other
participants perceive English to be a means of communication and therefore do not stress a specific variety of English. A potential consequence of these attitudes is that the
participants’ interaction with and treatment of speakers of other varieties of English
might be influenced, either negatively or positively. Within the classroom this could
affect the teaching and learning process if teachers’ treatment and assessment of their
learners are modified according to a learner’s variety of spoken English.