The Sociocultural Influence of British and American Accents on English Teaching in China: Identity Formation and Teaching Implications

Abstract

In China, English is the principal foreign language for studying, working, and communicating abroad. In this context, both British and American accents have become symbols of language and culture, influencing learners and teachers’ understanding of English. Based on a review of literature and educational practices, this study explores the historical development and social functions of Standard Pronunciation (RP) and General English (GA) in the United States, as well as their impact on the construction of learner identity in Chinese English education. The results show that RP is typically seen as prestige and authority, whereas GA is associated with accessibility and practicality. Learners show their tendency through accent choice. But in some classes, exam-oriented teaching, inconsistent teacher’s accent, and bias against different accents hinder education. In response, this study proposes pedagogical approaches that value accent diversity, prioritize intelligibility, and support identity development. By analyzing accents, authentic interaction, and intercultural exchanges, students can develop linguistic adaptability and intercultural competence and at the same time reinforce their cultural identity and sense of belonging.