BÀN VỀ BẢN SẮC NGÔN NGỮ VÀ SỰ TỒN TẠI CỦA CÁCH PHÁT ÂM CHUẨN HÓA

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Tác giả: Chowdhury Raqib

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2024

Mô tả vật lý: tr.45986

Bộ sưu tập: Báo, Tạp chí

ID: 402358

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Bất chấp sự thay đổi mô hình toàn cầu theo hướng đa ngôn ngữ và EIL (tiếng Anh như một ngôn ngữ quốc tế) trong giáo dục tiếng Anh, việc tuân thủ nghiêm ngặt các dạng ngoại ngữ ‘chuẩn hóa’ vẫn tồn tại ở các quốc gia không nói tiếng Anh. Giáo viên ngôn ngữ, người học và phụ huynh của họ, cũng như các nhà hoạch định chính sách và thiết kế chương trình giảng dạy, đều nhấn mạnh việc áp dụng các loại tiếng Anh ‘chuẩn’ như một quy chuẩn và không cần bàn cãi. Những kỳ vọng này là tự nhiên, dựa trên nhận thức của người sử dụng ngôn ngữ về vốn văn hóa mà những hình thức phát âm tiêu chuẩn hóa này có thể mang lại cho họ. Bài viết này bàn về cách giáo dục chính quy, thông qua chương trình giảng dạy ẩn, gia tăng áp lực phải tuân theo cách phát âm chuẩn hóa và điều này có thể tác động tiêu cực đến bản sắc của người học ngôn ngữ như thế nào. Người ta có thể đặt câu hỏi tại sao một người nói tiếng Việt lại muốn nói giọng ‘Mỹ’ hoặc ‘Anh’ riêng biệt và những đặc quyền thực sự này mang lại cho họ là gì. Người ta cũng có thể đặt câu hỏi tại sao giọng Việt trong tiếng Anh, một dấu ấn nhận dạng riêng biệt, lại có thể bị coi là kém uy tín hơn và liệu điều này có gây bất lợi cho họ trong một số bối cảnh nhất định hay không. Bài viết lập luận rằng với tư cách là nhà giáo dục ngôn ngữ, chúng ta có trách nhiệm làm cho người học nhận thức được bản sắc ngôn ngữ của họ và những giọng không chuẩn nhưng dễ hiểu có thể và nên là những chỉ dấu đúng nhất về bản sắc của một người.Despite a global paradigm shift towards multilingualism and EIL (English as an International Language) in English language education, a stubborn adherence to so-called ‘standardised’ forms of foreign languages persists in non-English language speaking countries. Language teachers, learners and their parents, as much as policy makers and curriculum designers, insist on the adoption of ‘standard’ varieties of English as normative and unquestioned. These expectations are natural, given language users’ awareness of the cultural capital that these standardised forms of pronunciations can afford to them. This paper discusses how formal education, often through the hidden curriculum, reinforces the pressure to conform to standardised pronunciation and how this can negatively implicate language learners’ identities. One may question why a Vietnamese speaker would want to have a distinct ‘American’ or ‘British’ accent when they speak, and what real privileges these bring to them. One may also question why a Vietnamese accent in English, a distinct identity marker, can be deemed to represent less prestigious capital, and whether this may disadvantage them in certain contexts. In discussing the cognitive and cultural benefits of multilingual and culturally responsive instruction, the paper argues that as language educators we need to make our learners aware of their linguistic identities and how intelligible but non-standardised accents of foreign languages can and should be legitimate markers of one’s identity.

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