The Accent Dilemma: Navigating Perceptions of British and American English

Abstract

In higher education, where English serves as the lingua franca and medium of instruction, the debate on British (BrE) and American (AmE) accents remains a critical issue. This study investigates the beliefs and perceptions of English language teachers at the postgraduate level in Pakistan about these two varieties. It also investigates how their perceptions influence the teaching of a particular variety the academic environment. Using qualitative design, and semi-structured interviews, this study explores English language teachers’ perceptions in a postcolonial context. Findings identify a significant ideological tension: teachers admit the historical prestige of BrE while simultaneously recognizing the global utility of AmE. This conflict leads English language teachers into inconsistent classroom practices. Moreover, a prevalent belief in accent as a key to success and societal status significantly influences teachers’ assessment of students' abilities. The study concludes that these beliefs may create linguistic insecurity and maintain unfair standards in English language classrooms. The study urges teachers to refrain from copying native-speaker accents and focus on mutual intelligibility. The study recommends reforms in teacher training and assessment to reflect English as a diverse and global language.