Abstrakt
In the current paper we draw on and further develop our previous research examining pre-service teachers' attitudes and beliefs about accent in which we proposed a pedagogical intervention reflecting certain aspects of our research outcomes, mainly the positive trend of embracing one's non-nativeness (Červinková Poesová & Lancová, 2021; Lancová & Červinková Poesová, 2019). The set of five classroom activities were piloted in three different online undergraduate courses in the winter and summer semesters 2020/2021 at the Department of the English Language and Literature, Faculty of Education in Prague.
The common goal was to raise awareness of accent variation, especially in such a linguistically homogenous country as the Czech Republic and cultivate future teachers' ability to address accent-related issues confidently, objectively and sensitively.
