PHONOLOGICAL BIAS AND ACCENT-BASED DISCRIMINATION IN GLOBAL ENGLISHES: A SOCIOLINGUISTIC INVESTIGATION OF LINGUISTIC INEQUALITY

Abstract

As English continues to evolve into multiple localized forms across global contexts, speakers of non-standard or non-native English varieties increasingly face prejudice rooted in phonological bias. Despite extensive research in World Englishes and sociolinguistics, empirical studies addressing accent-based discrimination through statistical lenses remain limited. This study investigates the extent and nature of phonological bias as a mechanism of linguistic inequality in the context of Global Englishes. The objective of the research is to examine whether and how listeners’ perceptions of accented English correlate with judgments of speaker competence, credibility, and employability. It hypothesizes that certain accents, particularly those deviating from inner-circle norms (e.g., American or British English), are systematically devalued in professional and educational settings. A quantitative, cross-sectional survey was conducted involving 240 participants from diverse linguistic backgrounds. Participants listened to pre-recorded speech samples representing various English accents (e.g., Indian English, Nigerian English, British English, Philippine English), then rated each speaker on dimensions of intelligence, fluency, and trustworthiness using a Likert scale. Statistical techniques including ANOVA, regression analysis, and factor analysis were applied to determine the presence and patterns of phonological bias. Preliminary results show statistically significant bias (p < 0.05) against outer- and expanding-circle Englishes, with Standard British and General American accents consistently rated more favorably. These biases persisted regardless of the listener’s own linguistic background, suggesting the internalization of global accent hierarchies. The study contributes to critical sociolinguistics by quantitatively confirming that accent discrimination is not merely anecdotal but structurally embedded. The results promote the need to undertake more awareness about educational policy, staffing, and ELT educational practices in order to reduce the inequality of language.