Abstract: Guided by Communication Accommodation Theory (CAT; Giles et al. 1987), this qualitative study documents the perceptions of Spanish-speaking Latin American immigrants regarding the communicative behaviors that native speakers make when interacting with them in the Canadian workplace. The findings of this phenomenological study resulted from a thematic analysis of 24 semi-structured interviews. Participants gave their accounts of those communicative behaviors by native speakers that they considered helpful to facilitate interactions and enhance their relations (accommodation). Participants also shared examples of nonaccommodative instances where they perceived that their native-speaking peers did not adjust or sufficiently adjust their communicative behaviors (underaccommodation) or engaged in a communicative behaviour that went beyond what was necessary for the interaction (overaccommodation). Based on these findings, this study offers insights into those behaviors and practices that could contribute to constructive interactions between nonnative and native speakers in the workplace. Résumé: Guidée par la théorie de l'accommodation de la communication (CAT ; Giles et al. 1987), cette étude qualitative documente les perceptions des immigrants latino-américains hispanophones concernant les comportements de communication que les locuteurs natifs adoptent lorsqu'ils interagissent avec eux sur le lieu de travail canadien. Les résultats de cette étude phénoménologique résultent d'une analyse thématique de 24 entretiens semi-directifs. Les participants ont donné leur avis sur les comportements communicatifs de locuteurs natifs qu'ils considéraient comme utiles pour faciliter les interactions et améliorer leurs relations (accommodation). Les participants ont également partagé des exemples de cas non accommodants où ils ont perçu que leurs pairs de langue maternelle n'avaient pas ajusté ou suffisamment ajusté leurs comportements de communication (sous-accommodation) ou s'étaient engagés dans un comportement de communication qui allait au-delà de ce qui était nécessaire pour l'interaction (sur-accommodation). Sur la base de ces résultats, cette étude offre un aperçu des comportements et des pratiques qui pourraient contribuer à des interactions constructives entre locuteurs non natifs et natifs sur le lieu de travail. 

'What are they saying to me?': Perceptions of Accommodation and Nonaccommodation of Spanish-speaking Latin American Immigrants in the Canadian Workplace

Avoir un accent, une source de préjugés lorsqu’on cherche un emploi

Accent bias, a type of linguistic bias that is based on a speaker’s pronunciation, is a source of partiality in hiring and retention decisions. This study sought to understand perspectives on linguistic diversity and accent bias among university instructors and students in undergraduate human resource management programs. Results point to a lack of coverage alongside stereotypical views about accents and accent bias among instructors and a desire for accent bias training among all participants. The discussion addresses misconceptions that arose, argues for greater focus on accent bias in business communication, and provides guidance for the development of accent bias training.

Accent Bias Training in Undergraduate Human Resource Management Education

Purpose High-stakes decision-makers, including human resource (HR) professionals, often exhibit accent biases against second language speakers in professional evaluations. We extend this work by investigating how HR students evaluate simulated job interview performances in English by first and second language speakers of English. Design/methodology/approach Eighty HR students from Calgary and Montreal evaluated the employability of first language (L1) Arabic, English, and Tagalog candidates applying for two positions (nurse, teacher) at four points in the interview (after reading the applicant’s resume, hearing their self-introduction, and listening to each of two responses to interview questions). Candidates’ responses additionally varied in the extent to which they meaningfully answered the interview questions. Findings Students from both cities provided similar evaluations, employability ratings were similar for both advertised positions, and high-quality responses elicited consistently high ratings while evaluations for low-quality responses declined over time. All speakers were evaluated similarly based on their resumes and self-introductions, regardless of their language background. However, evaluations diverged for interview responses, where L1 Arabic and Tagalog speakers were considered more employable than L1 English speakers. Importantly, students’ preference for L1 Arabic and Tagalog candidates over L1 English candidates was magnified when those candidates provided low-quality interview responses. Originality/value Results suggest that even in the absence of dedicated equity, diversity, and inclusion (EDI) training focusing on language and accent bias, HR students may be aware of second language speakers’ potential disadvantages in the workplace, rewarding them in the current evaluations. Findings also highlight the potential influence of contextual factors on HR students’ decision-making. 

Beyond the resume: HR students’ evaluations of interview performances by first and second language speakers

ABSTRACTThis study explored the notion of flow, which refers to a person’s sense of being completely absorbed in a task, as it applies to second language (L2) learning and use. Previously, flow has been mainly examined through researcher-generated descriptions to which learners reacted using Likert-type scales. In this study, we examined flow through the perspectives of the individuals experiencing it, by asking them to describe any insights relevant to their experience. During four weeks, five undergraduate students taking L2 French or Spanish coursework reported their flow states in weekly diary entries and interviews. Students described a total of 15 flow states, reporting them most frequently in interaction inside and outside coursework (e.g. speaking to a friend/stranger, in a paired task) but also while taking an exam, studying grammatical forms, listening to a lecture, reading, and practicing a speech. Qualitative coding revealed seven dimensions of flow, where five previously reported dimensions (attention, interest, enjoyment, sense of accomplishment, skill–challenge balance) were supported and clarified through our analyses while the remaining two (oblivion, stress) were identified for the first time. Flow appeared to be linked to proceduralisation of L2 skills, as the element of automaticity was prominent in most descriptions of flow.KEYWORDS: Flowsecond languagelearnersinterviewsdiariesqualitative Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada: [Grant Number 430-2020-01134]. 

‘Transported into like another space’: second language learners’ perspectives of their experience of flow

. What do students in human resource management know about accent bias? Language Awareness .

What do students in human resource management know about accent bias?

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‘Transported into like another space’: second language learners’ perspectives of their experience of flow

What do students in human resource management know about accent bias?

Accent Bias Training in Undergraduate Human Resource Management Education