Developing Unbiased Teacher Identity in Pluri-Accent Reality: Research-Based Classroom Activities

In the current pilot report, we draw on and further develop our previous research examining pre-service teachers’ attitudes beliefs about accents, in which proposed a pedagogical intervention reflecting certain aspects of outcomes, mainly positive trend embracing one’s non-nativeness. A set four classroom activities, namely Nativeness perception test, Four corners, Bank experiences Sociodynamic teacher, were incorporated into three different online graduate courses winter summer semesters 2020/2021 at Department English Language Literature, Faculty Education Prague. The piloting process was partly replicated face-to-face classes following academic year. overarching goal to raise awareness accent variation, especially such linguistically homogenous country as Czech Republic cultivate future ability address accent-related issues confidently, objectively sensitively. subsequent scrutiny participants’ recorded discussions, written and/or oral feedback, submitted tasks well observations indicated increased variability raised level confidence approaching context. Particularly, respondents proved be highly creative when devising adequate supportive reactions imagined negative comments related accents or preventing them by specifically designing their lesson plans. Furthermore, appraised participating students reflective assessment one year later.