The relevance of accent in L2 pronunciation instruction: a matter of teaching cultures or language ideologies?

Abstract

The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR (Common European Framework of Reference for Languages) recognises accent as a pivotal aspect in language learning, textbooks rarely account for phonetic variation. Examples from French reveal the importance of both teaching cultures and (standard) language ideologies which directly affect the way accents are treated in L2 instruction. These findings highlight the urgency to reassess the construct of nativeness in pronunciation instruction and to adapt curriculum planning to meet the needs of L2 language teaching in complex multilingual and multicultural settings.