References (51)
References
Agar, M. (1994). Language shock: Understanding the culture of conversation. William Morrow.Google Scholar
Alim, H. S. (2005). Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society. Educational Researcher, 34 1, 24–31. DOI logoGoogle Scholar
Barnard, S. R. (2016). Spectacles of self(ie) empowerment? Networked individualism and the logic of the (post)feminist selfie. In L. Robinson, S. R. Cotton, & J. Schulz (Eds.), Communication and information technologies annual (Studies in media and communications, 111, pp. 63–88). Emerald. DOI logoGoogle Scholar
Bostrom, N., & Savulescu, J. (2009). Human Enhancement Ethics: The State of the Debate. In J. Savulescu, & N. Bostrom (Eds.). Human enhancement (pp. 1–24). Oxford University Press. DOI logoGoogle Scholar
Bourdieu, P. 1984. Distinction: A social critique of the judgement of taste, Cambridge, MA: Harvard University Press.Google Scholar
Buchanan, A. E. (2011). Beyond Humanity?: The Ethics of Biomedical Enhancement. Oxford University Press. DOI logoGoogle Scholar
Che, Z., Wan, X., Xu, J., Duan, C., Zheng, T., & Chen, J. (2024). Speaking without vocal folds using a machine-learning-assisted wearable sensing-actuation system. Nature Communications 15 1, 1–11. DOI logoGoogle Scholar
Clyne, M. (2008). The monolingual mindset as an impediment to the development of plurilingual potential in Australia. Sociolinguistic Studies, 2 (3), 347–366. DOI logoGoogle Scholar
Coleman, J. (2024). “TikTok babbling Scouse baby’s mum ‘never noticed her accent’”, available at: [URL] (accessed June 2024).Google Scholar
Dardot, P., & Laval, C. (2014). The new way of the world: On neoliberal society. London: Verso Books.Google Scholar
De Costa, P., Singh, J. G., Milu, E., Wang, X., Fraiberg, S., & Canagarajah, S. (2017). Forum: Pedagogizing Translingual Practice: Prospects and Possibilities. Research in the Teaching of English, 51 (4), 464–472. DOI logoGoogle Scholar
De Klerk, V. & Bosch, B. (1995). Linguistic stereotypes: nice accent — nice person?. International Journal of the Sociology of Language, 1995 (116), 17–38. DOI logoGoogle Scholar
Dobinson, T., Dryden, S., Winkler, G., Gardner, P., & Mercieca, P. (2023b). Towards Translingualism? Collaboration between university and school teacher-researchers in an Australian multilingual primary school. In L. Shephard-Carey & Z. Tian (Eds.), (Re) imagining the Future of Translanguaging Pedagogies in Classrooms through Researcher-Practitioner Collaboration (pp. 163–186). Multilingual Matters. DOI logoGoogle Scholar
Dobinson, T., Dryden, S., Dovchin, S., Gong, Q., & Mercieca, P. (2023a). Translanguaging and ‘English only’ at Australian universities. TESOL Quarterly, 58 (1), 307–333. DOI logoGoogle Scholar
Dryden, S., & Dovchin, S. (2021). Accentism: English LX users of migrant background in Australia. Journal of Multilingual and Multicultural Development, 45 (5), 1466–1478. DOI logoGoogle Scholar
Fairclough, N. (1992). Critical Language Awareness. Longman.Google Scholar
Foucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman, & P. H. Hutton, Technologies of the Self: A Seminar with Michel Foucault (pp. 16–49). Tavistock Publications.Google Scholar
Hagendorff, T. (2022). ‘Blind spots in AI ethics’. AI and Ethics, 2 (4), 851–867. DOI logoGoogle Scholar
Hall, S. (1996). The problem of ideology: Marxism without guarantees. In D. Morley, & K. -H. Chen (Eds.), Stuart Hall: Critical Dialogues in Cultural Studies (pp. 25–46). Routledge.Google Scholar
Hill, J. (2008). The Everyday Language of White Racism. Wiley-Blackwell. DOI logoGoogle Scholar
Lavrence, C., & Cambre, C. (2020). “Do I Look Like My Selfie?”: Filters and the Digital-Forensic Gaze. Social Media + Society, 6 (4), 1–13. DOI logoGoogle Scholar
Lee, S. -H., Lee, M., & Lee, S. -W. (2020). Neural Decoding of Imagined Speech and Visual Imagery as Intuitive Paradigms for BCI Communication. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 28 (12), 2647–2659. DOI logoGoogle Scholar
Lippi-Green, R. (2012). English with an Accent: Language, Ideology and Discrimination in the United States. Routledge. DOI logoGoogle Scholar
Lising, L. (2021). Speak English!: Social acceleration and language learning in the workplace. International Journal of Bilingual Education and Bilingualism, 26 (10), 1183–1196. DOI logoGoogle Scholar
Manago, A. M., Graham, M. B., Greenfield, P. M., & Salimkhan, G. (2008). Self-presentation and gender on MySpace. Journal of Applied Developmental Psychology, 29 (6), 446–458. DOI logoGoogle Scholar
Miras, G., Wilson, A., & Dupouy, M. (2022). Utopie et dystopie hexagonales sur l’accent et la prononciation (du natif) en langues étrangères. Humanités, Didactiques, Recherches, 2 1, 117–133. [URL]Google Scholar
Motha, S. (2014). Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-racist Practice. Teachers College Press.Google Scholar
Orelus, P. W. (2018). Can subaltern professors speak?: Examining micro-aggressions and lack of inclusion in the academy. Qualitative Research Journal, 18 (2), 169–179. DOI logoGoogle Scholar
Ozimek, P., Lainas, S., Bierhoff, H. W., & Rohmann, E. (2023). How photo editing in social media shapes self-perceived attractiveness and self-esteem via self-objectification and physical appearance comparisons. BMC Psychology, 11 1, 1–14. DOI logoGoogle Scholar
Payne, A. L., Austin, T., & Clemons, A. M. (2024). Beyond the Front Yard: The Dehumanizing Message of Accent-Altering Technology. Applied Linguistics, 45 (3), 553–560. DOI logoGoogle Scholar
Piller, I. (2016). Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics. Oxford University Press. DOI logoGoogle Scholar
Piller, I., Torsh, H., & Smith-Khan, L. (2023). Securing the borders of English and Whiteness. Ethnicities, 23 (5), 706–725. DOI logoGoogle Scholar
Piller, I. & Lising, L. (2014). Language, employment, and settlement: Temporary meat workers in Australia. Multilingua, 33 (1–2), 35–39. DOI logoGoogle Scholar
Ramjattan, V. A. (2024). Accent modification and workplace accentism: The institutionalization of linguistic profiling and its career implications. Career Development International, 29 (3), 311–322. DOI logoGoogle Scholar
Rojo, L. M., & Del Percio, A. (2020). Neoliberalism, language, and governmentality. In L. M. Rojo, & A. Del Percio, Language and Neoliberal Governmentality (pp. 1–26). Routledge.Google Scholar
Rosa, J., & Flores, N. (2023). Rethinking Language Barriers & Social Justice from a Raciolinguistic Perspective. Daedalus, 152 (3), 99–114. DOI logoGoogle Scholar
Rubin, D. L. (1992). Nonlanguage Factors Affecting Undergraduates’ Judgments of Nonnative English-Speaking Teaching Assistants. Research in Higher Education, 33 (4), 511–531. [URL]. DOI logoGoogle Scholar
Shoichet, C. E. (2021), “Three former Stanford students are building an app to change your accent”, available at: [URL] (accessed June 2024).Google Scholar
Silverstein, M. (1979). Language Structure and Linguistic Ideology. In P. R. Clyne, W. F. Hanks, & C. F. Hofbauer (Eds.), The Elements: A Parasession on Linguistic Units and Levels (pp. 193–247). Chicago Linguistic Society.Google Scholar
(1996). Monoglot Standard in America: Standardization and Metaphors of Linguistic Hegemony. In D. Brenneis, & R. K. S. Macaulay, The Matrix of Language: Contemporary Linguistic Anthropology (pp. 284–306). Routledge.Google Scholar
Simmonds A. J. (2015). A hypothesis on improving foreign accents by optimizing variability in vocal learning brain circuits. Frontiers in Human Neuroscience 9 1, 1–10. DOI logoGoogle Scholar
Steele, C., Dovchin, S., & Oliver, R. (2022). ‘Stop Measuring Black Kids with a White Stick’: Translanguaging for Classroom Assessment. RELC Journal, 53 (2), 400–415. DOI logoGoogle Scholar
Steele, C. (2020). Teaching Standard Australian English as a Second Dialect to Australian Indigenous Children in Primary School Classrooms [PhD Thesis]. The University of Melbourne.Google Scholar
Tankosić, A., & Dovchin, S. (2024). “Women are capable too!” Exploring intersectionality and challenging CaLD gender stereotypes at Australian universities. TESOL Journal, 15 1(Suppl. 1). DOI logoGoogle Scholar
Thiong’o, N. w. (1986). Decolonising the Mind: The Politics of Language in African Literature. Boydell and Brewer.Google Scholar
Weaver, M. M. (2019). “I still think there’s a need for proper, academic, Standard English”: Examining a teacher’s negotiation of multiple language ideologies. Linguistics and Education 49 1, 41–51. DOI logoGoogle Scholar
Wermke, K., Ruan, Y., Feng, Y., Dobnig, D., Stephan, S., Wermke, P., Ma, L., Chang, H., Liu, Y., Hesse, V., & Shu, H. (2017). Fundamental Frequency Variation in Crying of Mandarin and German Neonates. Journal of voice: Official journal of the Voice Foundation, 31 (2), 255.e25–255.e30. DOI logoGoogle Scholar
Wiley, T. G., & Lukes, M. (1996). English-Only and Standard English Ideologies in the U.S. TESOL Quarterly, 30 (3), 511–535. DOI logoGoogle Scholar
Wolf, N. (1991). The Beauty Myth. Chatto & Windus.Google Scholar
Woolard, K. (1998). Introduction: Language Ideology as a Field of Inquiry. In B. B. Schieffelin, K. A. Woolard, & P. V. Kroskrity (Eds.), Language Ideologies: Practice and Theory (pp. 3–47). Oxford University Press. DOI logoGoogle Scholar