JOURNAL OF WORLD SCIENCE

https://jws.rivierapublishing.id/index.php/jws

Volume 3 No. 12 December 2024

DOI: 10.58344/jws.v3i12.1255 1710

P-ISSN: 2828-8726

E-ISSN: 2828-9307

THE POLITICS OF PRONUNCIATION: AN EXAMINATION OF ACCENT AND

IDENTITY IN NIGERIAN ENGLISH (NigE) TEACHING

Ameh Timothy Ojochegbe

, Ortaver Tersoo Timothy

, Emmanuel Nicodemus

Prince Abubakar Audu University, Anyigba, Nigeria

[email protected], [email protected]

ABSTRACT

This study investigates the intricate relationship between accent, identity, and pedagogy in Nigerian English

Language Teaching (ELT). Despite the growing recognition of Nigerian English (NigE) within global frameworks,

Received Pronunciation (RP) remains the dominant model in educational settings, often marginalizing local

accents. The primary aim of this research is to explore the implications of accent bias on teaching practices

and student perceptions. Using a qualitative research design, data were collected through interviews,

classroom observations, and document analysis across various secondary schools in Nigeria. The findings

reveal significant tensions between the adherence to RP and the acceptance of NigE, with educators often

feeling pressured to conform to foreign norms. Students exhibit linguistic insecurity tied to societal biases

favoring RP while expressing pride in their local accents. The study concludes by advocating for curriculum

reforms recognizing NigE as a legitimate variety, emphasizing intelligibility over accent conformity.

Recommendations include revising teacher training programs to promote inclusive pedagogies that validate

linguistic diversity. By embracing NigE, educators can empower students to communicate effectively while

celebrating their cultural identities, bridging local and global linguistic contexts.

Keywords: accent bias, English language teaching, linguistic identity, Nigerian English, pronunciation

Corresponding Author: Ameh Timothy Ojochegbe

E-mail: [email protected]

INTRODUCTION

English in Nigeria transcends its colonial origins, serving as the country’s official language and

a critical tool for education, governance, and commerce (Montejo-Ráez et al., 2024; Muawanah et

al., 2024). However, the Nigerian English variety (NigE), despite being widely recognized as legitimate

within the World Englishes framework, remains undervalued in education systems (Isiaka, 2021).

Pronunciation, a key feature of linguistic identity, has become a site of contestation, with Received

Pronunciation (RP) continuing to dominate curricula and professional expectations (Unuabonah &

Oladipupo, 2018). In Nigerian ELT, the politics of pronunciation often alienate learners and teachers

who feel pressured to conform to a culturally distant accent (Okpe & Onjewu, 2016a). This alienation

not only reinforces linguistic hierarchies but also stifles the authentic voices of Nigerian speakers. As

Mahadevan (2024) observes, linguistic capital—what society deems "acceptable" speech—is tied to

power and privilege, creating exclusionary barriers for those who deviate from the norm.

Pronunciation, often regarded as the auditory gateway to understanding language, is a

cornerstone of English Language Teaching (ELT). It influences not only intelligibility but also

perceptions of linguistic competence and identity. In multilingual contexts like Nigeria, where English

operates as a lingua franca, pronunciation is deeply intertwined with issues of power, identity, and

societal expectations. Teachers and learners must navigate a delicate balance between achieving

Ameh Timothy Ojochegbe

, Ortaver Tersoo Timothy

, Emmanuel Nicodemus

The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE)

Teaching

1711

Journal of World Science - Vol 3 (12) December 2024 - (1710-1716)

global intelligibility and preserving local linguistic authenticity (Adelaja et al., 2023; Aoyama et al.,

2022; Onukaogu et al., 2022; Unuabonah & Oladipupo, 2018).

Global English varieties, particularly those in Kachru’s (2022) Outer Circle, like Nigerian English

(NigE), challenge the primacy of native-speaker norms, including Received Pronunciation (RP).

However, the dominance of RP in ELT curricula reflects colonial legacies and reinforces linguistic

hierarchies (Aletta et al., 2024; Mavroudi & Tsagari, 2018). These biases marginalize Nigerian English

accents in Nigeria, fostering linguistic insecurity among learners and teachers (Aletta et al., 2024;

Aoyama et al., 2022).

As the official language and a medium for education, governance, and commerce, English is

pivotal in Nigeria, unifying a linguistically diverse nation with over 500 indigenous languages.

Introduced during colonial rule, English has since evolved into Nigerian English (NigE), a distinct

variety influenced by local languages like Yoruba, Igbo, and Hausa. Recognized within the World

Englishes framework, NigE features unique phonological, lexical, and syntactic characteristics, such

as syllable-timed rhythm and code-switching with indigenous languages. Despite its widespread use,

NigE faces stigmatization, with British Received Pronunciation (RP) often perceived as the

benchmark of linguistic competence (Bauer & Sánchez, 2024).

The sociopolitical dynamics of pronunciation in Nigeria highlight issues of identity and power.

Accents serve as markers of social status, with RP associated with education and professionalism,

while NigE accents are often marginalized. This bias stems from colonial-era linguistic hierarchies

prioritizing native-speaker norms, reinforcing inequalities, and limiting the recognition of NigE in

formal settings. Scholars advocate for a shift toward intelligibility-focused teaching, emphasizing

effective communication over conformity to foreign pronunciation standards, thus validating NigE

as a legitimate English variety (Jalali & Ansaripour, 2014; Okpe & Onjewu, 2016b).

This study aims to explore the interplay between accent, identity, and pedagogical practices

in Nigerian English Language Teaching (ELT). Specifically, it aims to identify how accent bias impacts

teaching methodologies and student perceptions of linguistic identity. By examining the tensions

between Received Pronunciation (RP) and Nigerian English (NigE), the study seeks to highlight the

implications of these dynamics for educational practices. Ultimately, the research aims to provide

recommendations for curriculum reforms and teacher training programs that promote inclusive

teaching, recognize the validity of NigE, and empower students to embrace their linguistic identities.

This will contribute to a more equitable and practical approach to English language education in

Nigeria.

METHOD

This study employs a qualitative research design to explore the interplay of pronunciation,

accent, and identity in Nigerian English Language Teaching (ELT). Using a case study approach, it

examines how ELT teachers, students, and policymakers perceive pronunciation and accent bias.

Data is collected through interviews, classroom observations, and document analysis, allowing an

in-depth understanding of participants' subjective experiences and institutional frameworks

influencing pronunciation pedagogy. The study focuses on secondary schools across urban and rural

areas of Nigeria, highlighting regional diversity in linguistic practices and challenges.

Participants include 10 English teachers selected for their varied training backgrounds, 15

students enrolled in English programs, and five educational stakeholders involved in ELT

policymaking. Teachers provide insights into their pedagogical approaches and their views on the

Ameh Timothy Ojochegbe

, Ortaver Tersoo Timothy

, Emmanuel Nicodemus

The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE)

Teaching

1712

Journal of World Science - Vol 3 (12) December 2024 - (1710-1716)

tension between Received Pronunciation (RP) and Nigerian English (NigE). Students share their

experiences with pronunciation instruction, its impact on self-esteem, and the pressures of adopting

specific accents. Educational stakeholders discuss policies and teacher training's role in addressing

accent bias.

The study employs semi-structured interviews, classroom observations in five schools, and

curriculum analysis. Interviews reveal perceptions of pronunciation standards and the sociolinguistic

implications of accents in ELT. Observations capture real-time teaching practices and classroom

interactions, while curriculum analysis examines the alignment between policy and practice.

Together, these methods provide a nuanced understanding of how pronunciation and identity

intersect in Nigerian ELT, with implications for more inclusive and context-sensitive pedagogical

frameworks.

For data analysis, thematic analysis is applied to identify patterns and themes within the

qualitative data. The interviews are transcribed and coded, allowing for the extraction of key insights

regarding teachers' and students' experiences with pronunciation. Classroom observations are

analyzed to assess the practical application of pronunciation teaching and the interaction between

teachers and students. Document analysis includes a review of curriculum guidelines and teaching

materials, examining their alignment with the perspectives gathered from participants. This multi-

faceted approach comprehensively explains the factors influencing pronunciation pedagogy in

Nigerian ELT.

RESULTS AND DISCUSSION

Results

This section presents the findings from the data collected through semi-structured interviews,

classroom observations, and document analysis. The results highlight the impact of accent bias on

the teaching and learning English pronunciation in Nigeria, how pronunciation is integrated into ELT,

and the perceptions of Nigerian English within the educational system. The findings are organized

into key themes, each reflecting the core research questions of the study.

Teachers’ Perspectives on Pronunciation and Accent

Tension Between RP and Nigerian English in Pronunciation Teaching

From the interviews with teachers, it became clear that a significant tension exists between

the desire to teach Received Pronunciation (RP) and the recognition of Nigerian English as a valid

form of English. Many teachers reported feeling pressure to prioritize RP, particularly in urban and

semi-urban schools, with a stronger emphasis on adhering to global linguistic norms. However,

teachers in rural schools and those with more experience in multilingual classrooms acknowledged

the necessity of embracing Nigerian English accents to ensure adequate student communication.

Teachers often referred to RP as the “correct” or “professional” way of speaking English, a

view reinforced by the curriculum, textbooks, and national education standards. Despite this, many

teachers recognized the limitations of RP, especially in a country where most people speak English

with heavy influences from their native languages. As one teacher in a Lagos-based secondary school

noted:

"In our classroom, we teach RP because that is what is expected in the exam. However, we use

Nigerian English when speaking with the students outside of class. It is easier and more natural

for them."

Ameh Timothy Ojochegbe

, Ortaver Tersoo Timothy

, Emmanuel Nicodemus

The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE)

Teaching

1713

Journal of World Science - Vol 3 (12) December 2024 - (1710-1716)

This contradiction illustrates how Nigerian teachers must navigate the demands of the

national educational system while also considering their students' practical communication needs.

Accent Bias in Teacher Training

Teacher training programs were found to perpetuate a strong bias toward RP. Most teacher

trainers emphasized the importance of RP pronunciation for professional success. This focus on RP

in training programs contributes to linguistic insecurity among teachers, many of whom feel

inadequate because their native Nigerian accents do not align with the expectations set by the

curriculum. Teachers expressed frustration with the gap between their formal training and the

realities of their classrooms, where Nigerian English is the predominant variety spoken by their

students.

One teacher from a northern Nigerian school mentioned:

"During my training, they taught us that we must speak like native speakers to be good teachers.

However, when I return home, my students do not understand when I speak that way. I have to

adapt to their accent, which is Nigerian English."

Students' Perceptions of Accent and Identity

Linguistic Insecurity and Identity Struggles

Accent bias emerged as a significant source of linguistic insecurity for students. In interviews,

students reported feeling that their local accents were viewed as inferior, especially in formal

settings like exams and job interviews. Several students believed they had to "adjust" their accents

to match RP to be taken seriously or appear educated. This perception was widespread among

students in urban areas, where access to elite schools emphasizing RP is more widespread.

One student from a private secondary school in Anyigba shared:

"I feel like I have to speak in a certain way to sound smart. When I speak in my accent, some

teachers and other students look at me like I am not serious. So, I try to speak like the people on

TV or in the movies, with a British accent."

Other students echoed this sentiment, especially those attending schools that strongly focus

on academic performance. Students’ sense of self-worth was closely tied to their ability to adopt RP,

indicating a strong societal belief in the superiority of British English over Nigerian English.

Local Accents and Self-Esteem

Interestingly, a few students, particularly those in more rural schools, were proud of their

Nigerian accents and felt that local varieties of English were equally legitimate. These students

argued that their ability to communicate effectively, regardless of their accent, was more important

than conforming to foreign norms. One student from a public school in Ibadan stated:

"I speak English like I speak my language. I do not need to speak like the British or Americans to

be successful. I have seen successful people who speak like me."

This group of students appeared less affected by the pressures of accent bias, indicating that

pride in local identity could be a protective factor against the negative impacts of accent

discrimination.

Teachers’ Practices and Classroom Observations

Emphasis on RP in Classroom Instruction

Ameh Timothy Ojochegbe

, Ortaver Tersoo Timothy

, Emmanuel Nicodemus

The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE)

Teaching

1714

Journal of World Science - Vol 3 (12) December 2024 - (1710-1716)

Classroom observations revealed that most teachers predominantly used RP when teaching

pronunciation. Teachers would model RP during lessons and insist on its use during formal speech

exercises. However, when the lessons were less formal, such as in discussions or group activities,

teachers often switched to Nigerian English, reflecting the pragmatic need for intelligibility and

comfort in communicating with students.

One observation from a classroom in Lagos noted:

"The teacher starts the lesson by emphasizing RP and giving examples of correct pronunciation.

However, when a student answers a question using a Nigerian accent, the teacher does not

correct them, but instead adapts to the student’s way of speaking."

This adaptability suggests that while RP is the formal standard in many Nigerian classrooms,

there is an underlying flexibility in recognizing Nigerian English accents' practicality and local

relevance. Teachers prioritize effective communication over strict adherence to RP when working

with students in informal contexts.

Corrective Feedback and Accent

Regarding corrective feedback, teachers were found to emphasize pronunciation correction

based on RP norms, particularly in formal assessments and examinations. However, teachers only

made significant corrections when students used Nigerian English accents if the accent hindered

understanding. Teachers were more likely to focus on correcting phonetic errors affecting

intelligibility rather than accent.

One teacher in a rural secondary school mentioned:

"If a student says something hard to understand because of how they pronounce it, I will correct

it. However, if they say it in a Nigerian way, and it is clear, I do not mind."

This flexible approach to correction underscores the reality that, while RP is prioritized in the

curriculum, mutual intelligibility and effective communication remain the core goals in the

classroom. In many cases, Nigerian English accents were understood and accepted, even when they

diverged from RP norms.

Curriculum and Policy Analysis

Curriculum Emphasis on RP

An analysis of the national curriculum documents revealed that English language teaching in

Nigeria emphasizes RP as the pronunciation model. Curriculum guidelines prioritize RP for teachers

and students, with little to no mention of Nigerian English as an acceptable variety. Textbooks

commonly use RP audio recordings and examples, reflecting an institutional bias toward British

English.

However, educational stakeholders pointed out that Nigerian English is increasingly

recognized in informal educational settings despite the curriculum's emphasis on RP. Many

curriculum developers desired to incorporate Nigerian English into more formal pedagogical

frameworks but pointed to institutional resistance as a significant obstacle.

One educational administrator explained:

"The curriculum has not changed much since independence. There is some push for incorporating

Nigerian English in classroom materials, but it faces resistance from traditionalists who still prefer

RP."

Ameh Timothy Ojochegbe

, Ortaver Tersoo Timothy

, Emmanuel Nicodemus

The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE)

Teaching

1715

Journal of World Science - Vol 3 (12) December 2024 - (1710-1716)

This tension highlights the challenge of reforming educational policies to reflect Nigerian

students' linguistic realities while respecting international English proficiency standards.

CONCLUSION

This study highlights the critical role of pronunciation in Nigerian English Language Teaching

(ELT), emphasizing its impact on identity, communication, and educational outcomes. The

entrenched preference for Received Pronunciation (RP) perpetuates linguistic insecurity, reinforcing

colonial hierarchies. However, Nigerian English (NigE), with its distinct phonological and cultural

features, offers an inclusive and practical alternative aligned with Nigeria's multilingual realities. By

focusing on intelligibility over accent conformity, ELT can respect learners' linguistic identities and

enhance communicative competence.

Key recommendations include reforming the national curriculum to formally recognize

Nigerian English as a legitimate variety. Integrating NigE into textbooks and lesson plans would

validate local accents and reduce the undue pressure to conform to RP. Revamping teacher training

programs is also essential; educators should be trained to prioritize intelligibility and recognize the

legitimacy of NigE, enabling them to teach confidently and inclusively.

Adopting the Intelligibility Principle ensures a focus on clear communication rather than

accenting perfection in classrooms. Presenting RP as one of many pronunciation models alongside

NigE helps students understand pronunciation as diverse and their accents as valid. A student-

centered approach can further reduce linguistic insecurity by fostering pride in Nigerian accents as

markers of cultural identity, enabling students to communicate confidently in local and global

contexts.

This study underscores NigE's potential to bridge local and global linguistic contexts, ensuring

learners are proficient communicators and confident in their cultural identities. Addressing accent

bias in ELT is a pedagogical imperative and a step toward decolonizing English education and

embracing linguistic diversity as a strength. Nigeria can promote effective communication through

curriculum reforms, teacher training, and inclusive teaching practices while celebrating its rich

linguistic heritage.

REFERENCES

Adelaja, A. A., Akinbami, C. A. O., Jiboye, T., & Ogbolu, G. (2023). Students’ intention towards self-

employment: An application of ELT theory on the effectiveness of entrepreneurial education

types. International Journal of Management Education, 21(2).

https://doi.org/10.1016/j.ijme.2022.100738

Aletta, F., Mitchell, A., Oberman, T., Kang, J., Khelil, S., Bouzir, T. A. K., Berkouk, D., Xie, H., Zhang, Y.,

Zhang, R., Yang, X., Li, M., Jambrošić, K., Zaninović, T., van den Bosch, K., Lühr, T., Orlik, N.,

Fitzpatrick, D., Sarampalis, A., … Nguyen, T. L. (2024). Soundscape descriptors in eighteen

languages: Translation and validation through listening experiments. Applied Acoustics, 224.

https://doi.org/10.1016/j.apacoust.2024.110109

Aoyama, R., Kajigaya, T., Takeda, Y., Kubota, R., & Deschambault, R. (2022). On pedagogical

applications of World Englishes: stumbling blocks, stepping stones, and usefulness of

boundaries in ELT. International Encyclopedia of Education: Fourth Edition, 825–836.

https://doi.org/10.1016/B978-0-12-818630-5.07020-2

Ameh Timothy Ojochegbe

, Ortaver Tersoo Timothy

, Emmanuel Nicodemus

The Politics of Pronunciation: An Examination of Accent and Identity in Nigerian English (NigE)

Teaching

1716

Journal of World Science - Vol 3 (12) December 2024 - (1710-1716)

Bauer, E., & Sánchez, L. (2024). “I Have Magic in My Mouf!”: Embodied languaging enactments of

African American multilingual students in a Spanish-English immersion program. Linguistics and

Education, 83. https://doi.org/10.1016/j.linged.2024.101339

Isiaka, A. L. (2021). Accommodation in L2 English: Measuring dialect convergence in Nigerian

Englishes. Language and Communication, 79, 71–80.

https://doi.org/10.1016/j.langcom.2021.03.002

Jalali, M., & Ansaripour, E. (2014). Post-colonialism and Critical Language Awareness (Chinua

Achebe, L2, and Identity). Procedia - Social and Behavioral Sciences, 98, 713–718.

https://doi.org/10.1016/j.sbspro.2014.03.472

Mahadevan, J. (2024). How language power, white subalternity and compressed modernity frame

highly-skilled non-Western migrants in an East-German company: insights from multi-sited

ethnography. Journal of Global Mobility, 12(3), 394–416. https://doi.org/10.1108/JGM-11-

2023-0081

Mavroudi, A., & Tsagari, D. (2018). Profiling of English language teachers as trainees in an online

course and ensuing implications. Computers and Education, 126, 1–12.

https://doi.org/10.1016/j.compedu.2018.06.029

Montejo-Ráez, A., Molina-González, M. D., Jiménez-Zafra, S. M., García-Cumbreras, M. Á., & García-

López, L. J. (2024). A survey on detecting mental disorders with natural language processing:

Literature review, trends and challenges. Computer Science Review, 53.

https://doi.org/10.1016/j.cosrev.2024.100654

Muawanah, U., Marini, A., & Sarifah, I. (2024). The interconnection between digital literacy, artificial

intelligence, and the use of E-learning applications in enhancing the sustainability of Regional

Languages: Evidence from Indonesia. Social Sciences and Humanities Open, 10.

https://doi.org/10.1016/j.ssaho.2024.101169

Okpe, A. A., & Onjewu, M. A. (2016a). The Abolishment of Teachers Training Colleges and its

Implications on ELT in Nigeria. Procedia - Social and Behavioral Sciences, 232, 307–310.

https://doi.org/10.1016/j.sbspro.2016.10.026

Okpe, A. A., & Onjewu, M. A. (2016b). The Abolishment of Teachers Training Colleges and its

Implications on ELT in Nigeria. Procedia - Social and Behavioral Sciences, 232, 307–310.

https://doi.org/10.1016/j.sbspro.2016.10.026

Onukaogu, C. E., Ahaotu, J. O., Abiodun-Ekus, O., & Omenugha, K. (2022). The politics of literacy

languaging and texts: the politics of literacy in Nigeria. International Encyclopedia of Education:

Fourth Edition, 770–785. https://doi.org/10.1016/B978-0-12-818630-5.07078-0

Papadakis, N. M., Aletta, F., Kang, J., Oberman, T., Mitchell, A., & Stavroulakis, G. E. (2022).

Translation and cross-cultural adaptation methodology for soundscape attributes – A study

with independent translation groups from English to Greek. Applied Acoustics, 200.

https://doi.org/10.1016/j.apacoust.2022.109031

Unuabonah, F. O., & Oladipupo, R. O. (2018). “You’re not staying in Island sha o”: O, sha and abi as

pragmatic markers in Nigerian English. Journal of Pragmatics, 135, 8–23.

https://doi.org/10.1016/j.pragma.2018.07.007

terms and conditions of the Creative Commons Attribution (CC BY SA) license

(https://creativecommons.org/licenses/by-sa/4.0/).