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Adebowale Aminat

In today’s increasingly globalised world, academic institutions serve as melting pots of diverse cultures, languages, and accents. These accents are not just a way of speaking but a representation of individuals’ identities, histories, and cultural backgrounds. However, despite this rich diversity, bias against certain accents persists, often creating barriers to effective communication, marginalisation, and reduced confidence among students and faculty. Understanding the phenomenon of accent bias and addressing its implications is essential for fostering an inclusive academic environment.

Accent bias refers to the tendency to judge individuals based on the way they speak. This judgement often stems from societal stereotypes and preconceived notions about intelligence, competence, or social status associated with certain accents. Researchers such as Lippi-Green (1997) have explored how societal power dynamics influence these perceptions, emphasising that language prejudice often serves as a proxy for other forms of discrimination. In postcolonial contexts like Nigeria, these biases are further complicated by the historical and cultural legacy of colonial languages. Just as Adegbite (2003) notes, the privileging of colonial languages and accents continues to shape linguistic hierarchies, with accents closer to British or American English often seen as more prestigious.

In academic settings, accent bias manifests in various ways. Among students, accents can lead to misunderstandings or even ridicule during peer discussions. A study by Lev-Ari and Keysar (2010) found that speakers with foreign or non-standard accents are often perceived as less credible, even when the content of their speech is identical to that of native speakers. Similarly, lecturer-student dynamics are not immune to accent bias. As Munro (1998) observed, lecturers with non-native accents may face challenges in establishing authority in the classroom, while students with non-standard accents often struggle to gain equal recognition for their contributions. These challenges are magnified in group work or presentations, where effective communication is essential for success.

The psychological impact of accent bias cannot be overstated. For many students, experiencing ridicule or misinterpretation due to their accent erodes their confidence and creates a fear of public speaking or participating in discussions. This aligns with findings from Derwing and Munro (2009), who note that accent-related challenges often lead to social isolation and reduced academic engagement. Over time, this can affect their academic performance, relationships with peers, and overall sense of belonging in the academic community.

Language hierarchies further exacerbate the issue. The dominance of “standard” English accents, often modelled on British or American varieties, marginalises other equally valid forms of English, including Nigerian accents. Phillipson (1992) argues that the global preference for prestigious accents reflects linguistic imperialism, perpetuating the idea that some accents are inherently superior to others. This influence extends to academic discourse, media representation, and even hiring practices, reinforcing structural inequalities.

On many campuses, students and lecturers have shared real-life stories of how accent bias has affected their academic experiences. For instance, a student at the University of Ibadan recounted being dismissed during a group discussion because peers struggled to understand their regional accent. In contrast, another shared how a supportive lecturer helped them refine their presentation skills without altering their accent, boosting their confidence. Such anecdotes highlight both the challenges and opportunities for addressing accent bias in academia.

Addressing accent bias requires a multi-faceted approach. Awareness campaigns can play a crucial role in educating students and faculty about the importance of linguistic diversity and dismantling stereotypes associated with certain accents. Encouraging active listening—where the focus is on the message rather than the accent of the speaker—can foster mutual respect and understanding in academic interactions. Universities can also organise training programs and workshops, such as those proposed by Derwing and Munro (2009), that emphasise clarity and confidence over conformity to a particular accent.

Institutional policies should explicitly include guidelines against accent-based discrimination, ensuring that no student or faculty member is marginalised because of how they speak. Technology can also be a valuable ally in promoting inclusivity. Tools like subtitles and transcription services aid comprehension in multilingual settings, making it easier for individuals with diverse accents to communicate effectively. Additionally, the representation of diverse accents in media helps normalise linguistic variety and challenges stereotypes, as explored by Sharma and Sankaran (2011) in their analysis of global media trends.

Ultimately, accents should be celebrated as markers of identity, culture, and heritage. Rather than viewing them as barriers to communication, academic communities should recognize how accent diversity enriches their cultural fabric. Encouraging students and lecturers to take pride in their accents while striving for effective communication fosters a sense of belonging and mutual respect. It is essential to reflect on our own biases and challenge the assumptions we may hold about others based on how they speak. By creating an environment where all voices are valued equally, we not only promote inclusivity but also enrich the academic experience for everyone.