“My accent is lower-class”- Standard Language Ideology, Accent, Intra and Inter Group Dynamics: Bangladeshi Migrants’ Identity Construction in Canada (20268)
Migrants, language learning and settlement success has been significant in second language education research owing to globalization and influx of migration from the global south to the north. Traditional research focuses on classroom instructions and migrants’ interaction with target ‘native’ speakers for language learning purposes. However, from a sociocultural perspective, migrants bring their language ideologies from their home countries that shape their interactions within their own communities and the broader society, and in turn shape their language learning, socialization, and social networks. I present data from an ongoing large-scale ethnography on the language learning and language ideology of Tazin, a Bangladeshi Bangla speaking Muslim female migrant in western Canada, and how standard language ideology dominant in her home and host country shapes her perspectives toward languages, English language learning and practice, interaction and socialization within Bangladeshi diasporic community, South Asian migrant communities, and broader Canadian society. I argue that Tazin’s dismissing attitude to Hindi and Punjabi, mocking her own English accent and idolizing native like English accent stem from standard language ideology and raciolinguistic perspectives (Lippi- Green, 1997; Irvine & Gal, 2000; Flores & Rosa, 2015; Rosa & Flores, 2017) where she positions herself and Hindi and Punjabi speakers as inferior speakers of the English language. In addition, her admiration of native like English accent and its association with class (Bourdieu, 1986) and her inferior positioning of herself due to her accent (Fanon, 1952) demonstrate her conflicting attitude toward the languages in her repertoire and shapes her language practices and social interactions. I draw on interview data and field notes and argue that such attitude of Tazin is a result of the pervasive colonial standard language ideology that shapes her identity and desire to speak ‘good’ English, her intra and inter group dynamics and her settlement trajectory in Canada.