Relevant bibliographies by topics / Monolingual community

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Reports

Academic literature on the topic 'Monolingual community'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Monolingual community"

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Enzinna, Naomi Ruth. "The influence of language background and exposure on phonetic accommodation." Proceedings of the Linguistic Society of America 3, no. 1 (2018): 41. http://dx.doi.org/10.3765/plsa.v3i1.4333.

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This study examines whether language background, short-term exposure to monolingual and bilingual speech, and long-term exposure to monolingual and bilingual speech influences speech accommodation. To address this question, I examine whether English monolinguals and Spanish-English bilinguals, either from a predominately monolingual community or a predominately bilingual community, vary their speech when interacting with a monolingual English speaker versus a Spanish-English bilingual speaker. Additionally, I examine whether speakers are more likely to converge after being primed with monolingual English or Spanish-English bilingual speech. To test this, participants complete an interactive communication task, where they are presented with a 6x6 board on a computer screen and asked questions about the words on the board, which contain variables that differ in English and Spanish. Results show that both language background and long-term exposure to monolingual or bilingual speech in a speaker’s speech community influence accommodation.
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SERRATRICE, LUDOVICA, ANTONELLA SORACE, FRANCESCA FILIACI, and MICHELA BALDO. "Pronominal objects in English–Italian and Spanish–Italian bilingual children." Applied Psycholinguistics 33, no. 4 (2011): 725–51. http://dx.doi.org/10.1017/s0142716411000543.

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ABSTRACTThis study investigated the role of typological relatedness, language of the community, and age, in predicting similarities and differences between English–Italian, Spanish–Italian bilingual children and their monolingual child and adult counterparts in the acceptability of pre- and postverbal object pronouns in [±focus] contexts in Italian and in English. Cross-linguistic influence occurred in [−focus] contexts as a function of typological relatedness and language of the community. English–Italian bilinguals in the UK accepted pragmatically inappropriate postverbal pronouns in [−focus] contexts in Italian twice as often as all the other groups. Cross-linguistic influence was unidirectional from English to Italian as shown by the categorical rejection of preverbal pronouns in [−focus] contexts in English. In [+focus] contexts, in English no significant differences existed between the monolinguals and the bilinguals in the low accuracy with which they chose pragmatically appropriate stressed pronouns. Similarly, the choice of appropriate pronouns in [+focus] contexts in Italian was problematic for monolingual and bilingual children irrespective of the language of the community and of the bilinguals’ other language. Age was a factor only for the Italian children who approached adultlike performance in [+focus] contexts only by the age of 10. These findings point to the need for a multifaceted approach to account for similarities and differences between the linguistic behavior of bilingual and monolingual children.
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Enzinna, Naomi Ruth. "Spanish-influenced rhythm in Miami English." Proceedings of the Linguistic Society of America 1 (June 12, 2016): 34. http://dx.doi.org/10.3765/plsa.v1i0.3733.

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This study found that monolingual English speakers from Miami speak an English variety influenced by Spanish. In this study, speech from Miami English monolinguals, English monolinguals not from Miami, and early and late Spanish-English bilinguals were collected, and rhythm metrics (Ramus et al., 1999) were compared between groups. Surprisingly, results also suggest that Miami English monolinguals with English-speaking parents and from neighborhoods with a lower Hispanic population may be leading this change. These results support Labov’s (2014) claim that children may reject features of their parent language (in this case, English) when the speech community is highly stratified.
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Batsche, C., M. Hernandez, and M. C. Montenegro. "Community needs assessment with Hispanic, Spanish-monolingual residents." Evaluation and Program Planning 22, no. 1 (1999): 13–20. http://dx.doi.org/10.1016/s0149-7189(98)00036-6.

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Poarch, Gregory J., and Andrea Krott. "A Bilingual Advantage? An Appeal for a Change in Perspective and Recommendations for Future Research." Behavioral Sciences 9, no. 9 (2019): 95. http://dx.doi.org/10.3390/bs9090095.

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The debate on possible cognitive advantages bilinguals have over monolinguals continues to occupy the research community. There is an ever-growing research body focusing on adjudicating whether there is, in fact, an effect of using two or more languages regularly on cognition. In this paper, we briefly review some of the more pertinent literature that has attempted to identify attenuating, modulating, and confounding factors in research comparing monolingual and bilingual populations, and we highlight issues that should be taken into account in future research to move forward as a research community. At the same time, we argue for a change in perspective concerning what is deemed an advantage and what is not and argue for more ecologically valid research that investigates real-life advantages.
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Mayr, Robert, Llian Roberts, and Jonathan Morris. "Can you tell by their English if they can speak Welsh? Accent perception in a language contact situation." International Journal of Bilingualism 24, no. 4 (2019): 740–66. http://dx.doi.org/10.1177/1367006919883035.

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Aims: The purpose of this research was to gain a better understanding of accent perception in language contact situations in which monolingual speakers of a contact variety and bilinguals live in the same community. Design: We investigated the English accents of monolinguals and bilinguals from the same area in South-West Wales, and listeners’ perceptions thereof, in three inter-related studies. Data: In Study 1, an accent perception experiment, participants from four different listener groups were asked to differentiate English monolinguals and Welsh–English bilinguals on the basis of short English speech samples. In Study 2, the same participants’ views about differences between the accentual features of monolinguals and bilinguals were examined in individual structured interviews. Finally, in Study 3, the speech samples from the accent perception experiment were analysed phonetically based on the accentual features mentioned in Study 2. Findings: Study 1 revealed that monolinguals and bilinguals can be identified above chance based on their English accent, but performance was unexceptional. Identification was better with greater accent familiarity, but unrelated to the listener’s ability to speak Welsh. Study 2 revealed the specific segmental and suprasegmental features that the listeners considered indicative of monolingual and bilingual speakers’ English accents, while Study 3 showed that only some of the listeners’ views are consistent with the production data from Study 1. Originality: This paper is the first to examine whether monolinguals and bilinguals from a bilingual area with historical language contact can be identified on the basis of their majority language accent, and on what grounds these identifications are made. Implications: This research shows that settings in which minority-language features originate from both historical language contact and individual bilingualism yield subtle accentual differences in the majority language between monolinguals and bilinguals to which even listeners from the same accent background may not be responsive.
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Quadros, Ronice, and Diane Lillo-Martin. "Brazilian Bimodal Bilinguals as Heritage Signers." Languages 3, no. 3 (2018): 32. http://dx.doi.org/10.3390/languages3030032.

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This paper presents an analysis of heritage signers: bimodal bilinguals, who are adult hearing children of Deaf parents who acquired sign language at home with their parents and the spoken language from the surrounding community. Analyzing heritage language with bimodal bilinguals who possess pairs of languages in different modalities provides a new kind of evidence for understanding the heritage language phenomenon as well as for theoretical issues regarding human language. Language production data were collected from four Brazilian bimodal bilinguals separately in both sign and speech, as well as from monolingual comparison Deaf signers and hearing speakers. The data were subsequently analyzed for various grammatical components. As with other types of heritage speakers, we observed a great degree of individual variation in the sign (heritage) language of balanced participants who patterned similarly to the monolingual signers, compared to those whose use of sign language differed greatly from monolinguals. One participant showed some weaknesses in the second (spoken) language. We approach the variation in language fluency in the two languages by considering the different contexts of language development and continuing use.
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Limerick, Philip. "Subject expression in a Southeastern U.S. Mexican community." Borealis – An International Journal of Hispanic Linguistics 8, no. 2 (2019): 243–73. http://dx.doi.org/10.7557/1.8.2.4870.

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Through an analysis of immigrant Spanish in Georgia, potential contact-induced language change is investigated through the lens of subject pronoun expression. Pronoun variation among Mexican speakers is examined using sociolinguistic interview data. Tokens of subject pronouns (N = 4,649) were coded for linguistic variables previously shown to constrain subject expression (e.g. person/number, tense-mood-aspect [TMA], polarity) as well as social variables (e.g. English proficiency, age), and then analysed using multivariate analyses in Rbrul. Results indicate an overall pronoun rate of 27%, which is slightly higher than what has been reported for monolingual Mexican Spanish. Several linguistic variables (e.g. person/number, switch-reference, morphological ambiguity, polarity) and one social variable (age) played a significant role in pronoun variation. Moreover, differential effects were revealed when compared to monolingual Mexican Spanish for variables such as TMA. These findings point in the direction of dialect contact influences and the presence of a unique variety of Mexican Spanish in the U.S.
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Pérez-Quiñones, Manuel, and Consuelo Carr Salas. "How the ideology of monolingualism drives us to monolingual interaction." Interactions 28, no. 3 (2021): 66–69. http://dx.doi.org/10.1145/3457871.

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Community + Culture features practitioner perspectives on designing technologies for and with communities. We highlight compelling projects and provocative points of view that speak to both community technology practice and the interaction design field as a whole. --- Sheena Erete, Editor
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Cornwell, Sarah, and Yasaman Rafat. "Interdental Fricative Production in Dutch Heritage Language Speakers Living in Canada." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 70, no. 3 (2017): 95–116. http://dx.doi.org/10.5007/2175-8026.2017v70n3p95.

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This study investigates the production of / θ / and / ð / by three groups of English speakers in the community of Norwich, Ontario, Canada. English monolinguals, Heritage Dutch speakers, and late-learning Dutch L1 English speakers / θ / and / ð / production was measured in both naturalistic and reading tasks. Heritage Dutch speakers produce [θ] and [ð] at similar levels to Monolingual English speakers, the two groups use different allophone inventories especially in the initial position of / ð / and the medial-position of / θ /. This study suggests that despite having native English accents, Dutch Heritage speakers may manipulate the inherently variable English / θ / and / ð / production to communicate their Dutch cultural identity.
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Dissertations / Theses on the topic "Monolingual community"

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Nthulana, Ipfani. "Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60971.

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The South African Constitution promotes multilingualism while acknowledging the maintenance of home languages. Meanwhile the language-in-education policy (Department of National Education, 1994) declares that every learner has the right to receive education in the language that he/she understands best where this is practicable. According to programme requirements of the Intermediate Phase (Grades 4 6), two official languages must be selected by a learner of which one should be the home language and the other one used as a first additional language. One of these languages will serve as the language of learning (Department of Basic Education: Programme and Promotion Requirements, 2011) This study outlined the challenges that Grade 4 teachers in the monolingual rural area of Niani face when teaching through English. This case study was designed as a qualitative research underpinned by Krashen's theory of second language acquisition (1982), which underlines the importance of interaction. The literature reviewed showed how teachers developed strategies to cope when a second language is used as the medium of instruction in monolingual societies. The participants of the study include six Grade 4 teachers who are mother tongue speakers of Tshivenda and two curriculum advisors of Niani in Limpopo province. Data were collected via classroom observations and interviews in order to establish the challenges teachers face when they switch from using Tshivenda to English once the learners move to Grade 4 and how these teachers cope. The findings indicate that teachers in rural monolingual communities in Niani find it difficult to meet the curriculum demands in terms of the medium of instruction. Grade 3 learners move to Grade 4 with little English vocabulary and this makes teaching problematic. Teachers spend most of their time translating the lessons into Tshivenda, a strategy which further limits both teachers' and learners' English exposure. Teachers too' were found not to be sufficiently proficient in English. The significance of the study relates to the educational issues of rural schools that are ignored by officialdom, including the fact that teachers are not adequately prepared to teach in English. In addition, learners transitioning to the medium of English are not sufficiently supported. Hence, policies need revision and interventions to address linguistic shortcomings of teachers and learners ought to be designed and implemented if English remains the medium of instruction.
Dissertation (MEd)--University of Pretoria, 2016.
Humanities Education
MEd
Unrestricted
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Book chapters on the topic "Monolingual community"

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Gearon, Margaret. "12. Understanding the Role of Professional Development and Influences on Teacher Practice: An Australian Case Study of Community Languages Teachers." In Challenging the Monolingual Mindset, edited by John Hajek and Yvette Slaughter. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-015.

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Musgrave, Simon, and John Hajek. "7. Linguistic Diversity and Early Language Maintenance Efforts in a Recent Migrant Community in Australia: Sudanese Languages, their Speakers and the Challenge of Engagement." In Challenging the Monolingual Mindset, edited by John Hajek and Yvette Slaughter. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092529-010.

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Fincham-Louis, Katherine. "Unacknowledged Negotiations: Bilingual Students Report on How They Negotiate Their Languages Within the Monolingual Primary School System in Cyprus." In Handbook of Comparative Studies on Community Colleges and Global Counterparts. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_11-1.

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Low, Bronwen, and Mela Sarkar. "Translanguaging in the Multilingual Montreal Hip-Hop Community: Everyday Poetics as Counter to the Myths of the Monolingual Classroom." In Educational Linguistics. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7856-6_6.

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"5. Home and Community." In Raising Bilingual-Biliterate Children in Monolingual Cultures. Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598777-008.

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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch015.

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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
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Lewis, Trish, Letitia Hochstrasser Fickel, Glynne Mackey, and Des Breeze. "Informing Teaching Through Community Engagement." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch061.

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Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.
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Malcolm, Katie. "Disrupting Monolingual Ideologies in a Community College: A Translingual Studio Approach." In Crossing Divides: Exploring Translingual Writing Pedagogies and Programs. Utah State University Press, 2017. http://dx.doi.org/10.7330/9781607326205.c006.

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hIfearnáin, Tadhg Ó. "Paradoxes of Engagement with Irish Language Community Management, Practice, and Ideology." In Endangered Languages. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265765.003.0002.

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Since gaining independence in 1922, the Irish Government’s pro-Irish language policy has gone through several stages of development, moving from openly coercive maintenance strategies in designated areas (Gaeltacht) and obligatory Irish-medium schooling throughout the country, to a contemporary stance where the state sees Irish speakers as customers who require services. Policy for the majority Anglophone population is now based on a heritage role for Irish. Despite the evolution of state and community policies, some early ideological stances have remained at the core of decision-making. In the first decade of the twenty-first century the state has further reassessed its positions. The power of ideologically driven state language policy has inevitably produced mismatches which may paradoxically have further endangered the future of Irish as a community language. This chapter focuses on the stance of the monolingual English-speaking minority and inactive Irish speakers in Gaeltacht regions.
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Elsky, Julia. "A Jewish Poetics of Exile." In Writing Occupation. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503613676.003.0002.

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Benjamin Fondane lived through two displacements: first when he immigrated from Romania to France in the 1920s; and then again when he went into semihiding in Paris under the Occupation. Although he had come to French in search of a literary community through language adoption, in his wartime poetry he questions the possibility of a monolingual language. This chapter focuses on Fondane’s revisions of his poetry during the war, and in particular on L’Exode, his literary representations of the June 1940 flight toward the Southern Zone. Fondane writes in many languages at once: he not only incorporates the names of Hebrew letters and transcriptions of prayer in his French text but he also states that even if only one word existed in the world there would still be no one language. In this chapter, Fondane’s texts are also put into dialogue with Jacques Derrida’s Monolingualism of the Other.
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Reports on the topic "Monolingual community"

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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