Voices of America: Accent, Antidiscrimination Law, and a Jurisprudence for the Last Reconstruction

Matsuda, Manabu

doi:10.2307/796694

Cited by 246 publications

(180 citation statements)

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“…While previous literature has pointed to the construction of inequalities along the distinction between native and non-native speakers (Matsuda, 1991;Nguyen, 1993;Steyaert, Ostendorp & Gaibrois, 2011), another novel insight emerging from our study refers to how unequal organizational power relations are not only constructed between native and non-native speakers, but also among non-native speakers. Complementing extant research on the hierarchization of languages in multilingual organizations (e.g.…”

Section: Hierarchization Of Non-native Language Uses and Inequalitiesmentioning

confidence: 84%

“…For example, as Creese and Kambere (2003) argue, judgments made -primarily by native speakers -in job interview or promotion settings in relation to candidates speaking English with particular accents or in non-standard ways, can be racialized and discriminatory. A number of studies have shown that, due to negative evaluations associated with the spoken language, non-standard accented speakers face discrimination in the workplace (Matsuda, 1991;Nguyen, 1993). Employers tend to assign speakers with non-standard accents to lower status positions than those to which they assign standard speakers, which results in lower earnings for the former (Bradac & Wisegarver, 1984;de la Zerda & Hopper, 1979).…”

Section: Effects Of Evaluations By Listenersmentioning

confidence: 99%

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How non-native English-speaking staff are evaluated in linguistically diverse organizations: A sociolinguistic perspective

Śliwa

Johansson

2014

J Int Bus Stud

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The aim of this paper is to examine the effects of evaluations of non-native speaking staff's spoken English in international business settings. We adopt a sociolinguistic perspective on power and inequalities in linguistically diverse organizations in an Anglophone environment. The interpretive qualitative study draws on 54 interviews with non-native English speaking staff in 19 UK business schools. We analyze, along the dimensions of status, solidarity and dynamism, the ways in which nonnative speakers, on the basis of their spoken English, are evaluated by themselves and by listeners.We show how such evaluations refer to issues beyond the speaker's linguistic fluency, and have consequences for her or his actions. The study contributes to the literature on language and power in international business through offering fine-grained insights into and elucidating how the interconnected evaluative processes impact the formation and perpetuation of organizational power relations and inequalities. It also puts forward implications for managing the officially monolingual, yet linguistically diverse organizations.

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Section: Hierarchization Of Non-native Language Uses and Inequalitiesmentioning

confidence: 84%

Section: Effects Of Evaluations By Listenersmentioning

confidence: 99%

How non-native English-speaking staff are evaluated in linguistically diverse organizations: A sociolinguistic perspective

Śliwa

Johansson

2014

J Int Bus Stud

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“…CRT scholars challenge the dominant groups' claims of formal equality, neutrality, and ahistoricism (Dixson & Rousseau, 2006;Matsuda, 1991;Solorzano & Yosso, 2001). At its core, a CRT viewpoint exposes how the interests of the majority are served and maintained through contemporary institutional racism.…”

Section: Institutional Racismmentioning

confidence: 99%

Inequality: Underrepresentation of African American Males in U. S. Higher Education

Naylor

Wyatt-Nichol

Brown

2015

Journal of Public Affairs Education

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“…19 But there is undoubtedly more that we can do. Matsuda 1991 andLippi-Green 1994 have shown how accent and dialect discrimination in hiring and firing have been tolerated in US courts; the victims in their cases are mainly foreign-born immigrants, but a few are speakers of Hawaiian Pidgin English and of AAVE. Lippi-Green and her students (Arnett et al 1994) have turned more recently to the ways in which Disney animated cartoons teach children how to discriminate against non-standard dialects from an early age.…”

mentioning

confidence: 99%

Unequal partnership: Sociolinguistics and the African American speech community

Rickford¹

1997

Lang. Soc.

102

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American quantitative sociolinguistics has drawn substantially on data from the African American speech community for its descriptive, theoretical, and methodological development, but has given relatively little in return. Contributions from the speech community to sociolinguistics include the development of variable rules and frameworks for the analysis of tense-aspect markers, social class, style, narratives, and speech events, plus research topics and employment for students and faculty. The contributions which sociolinguistics could make in return to the African American speech community -but has not done sufficientlyinclude the induction of African Americans into linguistics, the representation of African Americans in our writings, and involvement in courts, workplaces, and schools, especially with respect to the teaching of reading and the language arts. This last issue has surged to public attention following the Oakland School Board's "Ebonics" resolutions on Dec. 18, 1996. The present unequal partnership between researcher and researched is widespread within linguistics. Suggestions are made for establishing service in return as a general principle and practice of teaching and research in our field. (African American Vernacular English, Ebonics, applications of sociolinguistics, community service, dialect readers, variation theory)* This article provides me with the opportunity to talk about a subject that has been of growing concern to me for some years. Its starting point is that American quantitative sociolinguistics has, over the past quarter century, drawn substantially on data from African American Vernacular English (AAVE) and the African American speech community for its descriptive, theoretical, and methodological development, but it has given relatively little back to that community in terms of representation or practical application. While this article focuses on American quantitative sociolinguistics, in relation to AAVE, the criticism can be extended fairly easily to sociolinguis- It is essential that these specialists have a thorough basic training in linguistics, psychological and sociological aspects of linguistic behavior, the psychology of language learning, the processes of creolization, the principles of contrastive analysis, and the structure of the languages involved in their situation (e.g. Creole English, Creole French, English, Spanish, Maya). They must also be trained in the general principles of education, in the preparation of teaching materials, and in the use of audio-visual aids, radio and television. (Le Page 1968:440) Armed with Le Page's guidelines and assisted by a liberal and innovative college environment, I combined courses in linguistics, anthropology, and other fields, and graduated with a self-designed major in sociolinguistics in 1971. However, in a quarter century of working as a graduate student and university faculty member since then, I have focused mainly on descriptive, theoretical, and methodological issues rather than on the applied concerns...

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Voices of America: Accent, Antidiscrimination Law, and a Jurisprudence for the Last Reconstruction

Cited by 246 publications

References 1 publication

How non-native English-speaking staff are evaluated in linguistically diverse organizations: A sociolinguistic perspective

How non-native English-speaking staff are evaluated in linguistically diverse organizations: A sociolinguistic perspective

Inequality: Underrepresentation of African American Males in U. S. Higher Education

Unequal partnership: Sociolinguistics and the African American speech community

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