Implementing an international approach to English pronunciation: The role of teacher attitudes and identity

TESOL Quarterly

Volumn 39, Issue 3, 2005, Pages 535-543

  Jenkins, Jennifer ^a  

^a KING'S COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33645453875     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3588493     Document Type: Review

References (8)

1. Bamgbose, A. (1998). Torn between the norms: Innovations in World Englishes. World Englishes, 17, 1-14.
2. Canagarajah, S. (1999). Resisting linguistic imperialism in English teaching. Oxford, England: Oxford University Press.
3. Jenkins, J. (2000). The phonology of English as an international language. Oxford, England: Oxford University Press.
4. Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23, 83-103.
5. Jenkins, J. (2005). English as a lingua franca: Attitudes and identity. Manuscript in preparation.
6. McLeod, J. (1994). Doing counselling research. London: Sage.
7. Norton, B. (2000). Identity and language learning. London: Longman.
8. Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239.