From Covent Garden to the Classroom: Developing Sociolinguistic Awareness in English Language Teaching Using Bernard Shaw’s Pygmalion

Authors : Seda Coşar Çelik

Pages : 2182-2200

Doi:10.17240/aibuefd.2025..-1676434

View : 71 | Download : 95

Publication Date : 2025-12-15

Article Type : Research Paper

Abstract :Bernard Shaw’s Pygmalion (1912) dramatically illustrates the connection between language and social perception. This study explores the potential of Pygmalion to develop sociolinguistic awareness of pre-service English language teachers (PTs) by illustrating how standard and non-standard English varieties are depicted in the play as markers of distinct social classes and regional identities. As educational design research, the study utilizes a qualitative document analysis of the play and employs purposeful sampling to intentionally select Pygmalion for its rich linguistic themes and suitability for textual analysis. In addition to the analysis, the study provides recommendations for using the play in the classroom. The analysis focuses on how the play portrays the intricate relationships between language and regional identity, social status, and professional identity. The findings underscore the educational value of Pygmalion in illustrating dialectical shifts, the social implications of standard and non-standard English, and the power of language in shaping social and professional perceptions. Consequently, the research reveals the potential of carefully chosen literary texts to effectively foster PTs’ sociolinguistic awareness, ultimately developing more critically aware educators. Additionally, the research provides practical in-class activities designed to effectively integrate Pygmalion into pre-service teacher education curricula.
Keywords : Pygmalion, Bernard Shaw, Toplumdilbilim Farkındalığı, Sosyal Sınıf, Bölgesel Kimlik, Hizmet Öncesi İngilizce Öğretmeni Eğitimi

ORIGINAL ARTICLE URL