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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 (March 3, 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 (October 13, 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 (March 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 (September 4, 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 (October 29, 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 (August 10, 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 (November 18, 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 (May 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 (September 22, 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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HEINSALU, E., M. PATRIARCA, and J. L. LÉONARD. "THE ROLE OF BILINGUALS IN LANGUAGE COMPETITION." Advances in Complex Systems 17, no. 01 (February 2014): 1450003. http://dx.doi.org/10.1142/s0219525914500039.
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We study the role played by bilinguals in the competition between two languages and in the formation of a bilingual community. To this aim we introduce a simple three-state model that combines the Minett–Wang model, in which the bilinguals do not affect directly the probability of transition of an individual from monolingualism to bilingualism, and the Baggs–Freedman model, in which such a transition probability only depends on bilinguals. The model predicts the possibility for the existence of a stable bilingual community though no particular conditions are assumed for the two competing languages: the asymptotic stability of the bilinguals community is only due to the type of dynamics regulating the transitions between different linguistic groups. The proposed model and the obtained results give some suggestions for the conditions necessary for the formation of a stable bilingual community. First of all, it is important that the bilinguals are valid representatives of the two languages, in the sense that they are regarded by monolinguals also as speakers of the other language. Besides that, the transition from bilinguals to monolinguals must be smaller than the opposite transition. Unless both these conditions are fulfilled, the stable equilibrium solution of the language competition is a monolingual society.
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RINDSTEDT, CAMILLA, and KARIN ARONSSON. "Growing up monolingual in a bilingual community: The Quichua revitalization paradox." Language in Society 31, no. 5 (November 2002): 721–42. http://dx.doi.org/10.1017/s0047404502315033.
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The present investigation concerns language ideology and language practices in relation to a language shift – from Quichua-Spanish bilingualism to Spanish monolingualism – that seems to be under way. The analyses are based on fieldwork in an Ecuadorian sierra community characterized by ethnic revitalization. Among adult comuneros, the vernacular is seen as an essential part of their Indian cultural heritage. In the children's daily lives, the adults, particularly women and the elderly, speak Quichua among themselves, yet children are not addressed in the vernacular by either parents or elder siblings, and those under 10 years of age are generally more or less monolingual in Spanish. The paradoxical mismatch between ideology and daily practices – the ethnic revitalization paradox – is analyzed in light of Quichua speaking practices in intergenerational encounters, and in children's play dialogues. Ultimately, being Quichua means something different to members of each generation.
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Morales, Maria Cristina. "Linguistic occupation segregation along the U.S.–Mexico border: using the index of dissimilarity to measure inequality in employment among monolingual speakers and Spanish–English bilinguals." International Journal of the Sociology of Language 2021, no. 270 (June 1, 2021): 95–114. http://dx.doi.org/10.1515/ijsl-2020-0022.
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Abstract The U.S.–Mexico border is a Latina/o concentrated region and Spanish–English bilingual society. While there are some indications of an economic advantage associated with Spanish–English bilingualism in regions with over-representations of Spanish-origin speakers, the degree of occupational linguistic segregation in such ethno-linguistic context is unknown. Based on data from the American Community Survey (ACS) Public Use Microdata Sample (PUMS) for 2018, this study calculates the occupational dissimilarity index (D) among monolingual-Spanish speakers, Spanish–English bilinguals, and monolingual-English speakers for cities located along the Texas–Mexico border and in the Houston metropolis. Findings show that the highest occupational segregation is found between monolingual-Spanish speakers and both monolingual-English and Spanish–English bilinguals. This indicates that the monolingual-Spanish workforce is occupationally segregated from those with fluent command of English. The lowest occupation dissimilarity indices are between Spanish–English bilinguals and monolingual-English speakers, indicating that these groups are approaching similar occupational placements. I conclude by highlighting an occupational advantage to Spanish–English bilingualism, but only in border cities characterised by concentrations of Spanish-origin speakers. In the non-border city of Houston, being Spanish–English bilingual is not enough to experience occupational upward mobility.
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Schmidtke, Jens. "Home and Community Language Proficiency in Spanish–English Early Bilingual University Students." Journal of Speech, Language, and Hearing Research 60, no. 10 (October 17, 2017): 2879–90. http://dx.doi.org/10.1044/2017_jslhr-l-16-0341.
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Purpose This study assessed home and community language proficiency in Spanish–English bilingual university students to investigate whether the vocabulary gap reported in studies of bilingual children persists into adulthood. Method Sixty-five early bilinguals (mean age = 21 years) were assessed in English and Spanish vocabulary and verbal reasoning ability using subtests of the Woodcock-Muñoz Language Survey–Revised (Schrank & Woodcock, 2009). Their English scores were compared to 74 monolinguals matched in age and level of education. Participants also completed a background questionnaire. Results Bilinguals scored below the monolingual control group on both subtests, and the difference was larger for vocabulary compared to verbal reasoning. However, bilinguals were close to the population mean for verbal reasoning. Spanish scores were on average lower than English scores, but participants differed widely in their degree of balance. Participants with an earlier age of acquisition of English and more current exposure to English tended to be more dominant in English. Conclusions Vocabulary tests in the home or community language may underestimate bilingual university students' true verbal ability and should be interpreted with caution in high-stakes situations. Verbal reasoning ability may be more indicative of a bilingual's verbal ability.
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Lawton, Deborah M., Philip G. Gasquoine, and Amy A. Weimer. "Age of dementia diagnosis in community dwelling bilingual and monolingual Hispanic Americans." Cortex 66 (May 2015): 141–45. http://dx.doi.org/10.1016/j.cortex.2014.11.017.
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SERRATRICE, LUDOVICA, ANTONELLA SORACE, FRANCESCA FILIACI, and MICHELA BALDO. "Bilingual children's sensitivity to specificity and genericity: Evidence from metalinguistic awareness." Bilingualism: Language and Cognition 12, no. 2 (April 2009): 239–57. http://dx.doi.org/10.1017/s1366728909004027.
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A number of recent studies have argued that bilingual children's language comprehension and production may be affected by cross-linguistic influence. The overall aim of this study was to investigate whether the ability to judge the grammaticality of a construction in one language is affected by knowledge of the corresponding construction in the other language. We investigated how English–Italian and Spanish–Italian bilingual children and monolingual peers judged the grammaticality of plural NPs in specific and generic contexts in English and in Italian. We also explored whether language of the community, age, and the typological relatedness of the bilinguals’ two languages significantly affected their performance. While performance in English was overall poor, no significant differences existed between the English–Italian bilinguals and the monolinguals. In contrast, we found that knowledge of English affected the bilinguals’ ability to discriminate between grammatical and ungrammatical sentences in Italian. The English–Italian bilinguals were significantly less accurate than both the monolinguals and the Spanish–Italian bilinguals in a task where they simply had to rely on the local definite article cue to reject ungrammatical bare plurals in generic contexts. Language of the community and age also played a significant role in children's accuracy.
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Schoormann, Heike E., Wilbert Heeringa, and Jörg Peters. "Standard German vowel productions by monolingual and trilingual speakers." International Journal of Bilingualism 23, no. 1 (June 27, 2017): 138–56. http://dx.doi.org/10.1177/1367006917711593.
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Aims and Objectives: Studies on vowel productions of speakers from bilingual communities report not only interactions between the first and second language, but also monolingual-like realizations. The present study expands a prior acoustic investigation of Saterland trilinguals by studying the substrate effect of Saterland Frisian and Low German on the trilinguals’ standard language Northern Standard German. The research aim is to test whether the Northern Standard German vowel productions of the Saterland trilinguals approach the productions of monolingual speakers in terms of durational and spectral features. Design: We elicited three repetitions per speaker of the complete inventory of stressed Northern Standard German monophthongs in /hVt/ context to compare the realizations of Northern Standard German vowels in trilingual speakers from Saterland and in monolingual speakers from Hanover, whose variety of Northern Standard German is representative of the larger speech community. Data and analysis: In an acoustic analysis, we compared the durational and spectral features using linear mixed effects models. The findings are interpreted with reference to the cross-linguistic vowel productions of the trilingual speakers. Findings: For the larger part, the Northern Standard German vowel productions of the trilinguals approach the productions of the monolingual speakers in terms of both durational and spectral features. In addition, the vowel productions of the trilingual speakers suggest a bidirectional interaction between the vowel systems of the trilinguals’ three languages. Originality: This investigation is the first to study phonetic interference in vowel production in a situation of long-term language contact involving regional trilingualism and an endangered minority language. Implications: Our findings show an orientation towards the larger speech community in the realization of vowel categories in the trilinguals’ standard language. Our study also suggests that the complete inventory needs to be studied to understand the functional constraints by which the multilingual vowel space is organized. It further suggests that a comparison of multilingual with monolingual speakers is necessary to draw conclusions on the mutual subphonemic influence of the individual vowel systems.
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NICOLAY, ANNE-CATHERINE, and MARTINE PONCELET. "Cognitive advantage in children enrolled in a second-language immersion elementary school program for three years." Bilingualism: Language and Cognition 16, no. 3 (September 21, 2012): 597–607. http://dx.doi.org/10.1017/s1366728912000375.
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Early bilingualism acquired from home or community is generally considered to positively influence cognitive development. The purpose of the present study was to determine to what extent bilingualism acquired through a second-language immersion education has a similar effect. Participants included a total of 106 French-speaking eight-year-old children drawn from two language groups: 53 children enrolled in English immersion classes since the age of five years (the immersion group) and 53 children enrolled in monolingual French-speaking classes (the monolingual group). The two groups were matched for verbal and nonverbal intelligence and socioeconomic status (SES). They were administered a battery of tasks assessing attentional and executive skills. The immersion group's reaction times were significantly faster than those of the monolingual group on tasks assessing alerting, auditory selective attention, divided attention and mental flexibility, but not interference inhibition. These results show that, after only three years, a second-language immersion school experience also produces some of the cognitive benefits associated with early bilingualism.
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Moses, Lindsey, and Laura Beth Kelly. "The Development of Positive Literate Identities Among Emerging Bilingual and Monolingual First Graders." Journal of Literacy Research 49, no. 3 (June 19, 2017): 393–423. http://dx.doi.org/10.1177/1086296x17713291.
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In this study, the researchers examined how first-grade students initially positioned as struggling readers took up literacy practices to reposition themselves as capable competent readers and part of a literate community of practice over an academic year. Using positive discourse analysis and case study methodology, the researchers documented and analyzed the identity work of two students, an English monolingual and a Spanish-English emerging bilingual, who worked to reposition themselves in their classroom community. The participants were part of a diverse, urban, first-grade dialogic inquiry-based classroom in the Southwest. The yearlong study documented students taking up inclusive literacy practices, practices that invited the participation of all students regardless of literacy level or language background, to negotiate positive identities in the literate community. The in-depth qualitative analysis utilized both positive and critical discourse analysis lenses to provide research that not only deconstructs power but also identifies positive ways in which students make room for themselves within academic settings. The use of both lenses led to findings on identity negotiations that provide insight into possibilities for power to be redistributed in positive ways for young children.
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Carvalho, Ana M., and Joseph Kern. "The permeability of tag questions in a language contact situation." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 29, no. 4 (August 21, 2019): 463–92. http://dx.doi.org/10.1075/prag.18068.car.
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Abstract In this paper, we utilize negative polarity tag questions in order to assess to what extent discourse-pragmatic variables are susceptible to language contact induced changes. Based on a comparison of forms and functions of negative tags in the varieties spoken by Portuguese-Spanish bilinguals in a community on the Uruguayan-Brazilian border with the one spoken by monolinguals in the Uruguayan capital, we aimed at assessing to what extent any differences in this variable behavior may be affected by contact with Portuguese. Our results indicate that, despite the high permeability of discourse-pragmatic features in contact situations attested in the literature and the presumed tendency for cognate languages to converge, the forms and functions of negative tags in bilingual Spanish did not radically differ from the monolingual variety. We found, instead, an intricate pattern of convergences and divergences that challenges the presupposed assumptions about extreme permeability of cognate discourse pragmatic systems in contact.
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Scaglione, Stefania. "L'Occidente e la diversitŕ linguistica: analisi e prospettive di un rapporto problematico." FUTURIBILI, no. 2 (September 2009): 86–105. http://dx.doi.org/10.3280/fu2008-002009.
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- While speaking a shared language certainly stands as a powerful factor for aggregation in a community, the use of other languages in the community life does not necessarily constitute a threat to its cohesion and civil identity. On the contrary, often it is precisely the insistence on pursuing repressive monolingual policies which systematically prevents cohesion within (ethno-) linguistically heterogeneous communities. It is now incumbent upon the West to design new language policies which are able to enhance the value of multi-lingualism as an important resource.
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Sankoff, Gillian. "The speech community as a social fact." Asia-Pacific Language Variation 1, no. 1 (May 18, 2015): 23–51. http://dx.doi.org/10.1075/aplv.1.1.02san.
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Marrying Durkheim’s definition of the social fact (1895) with Gumperz’ classic framework for studying the speech community (1968), the paper argues that these concepts are crucial to the 21st century sociolinguistic enterprise. It explores the basic dimensions of variation across speech communities, illustrating their applicability to communities of several different types. These include monolingual communities where speakers have a common base in linguistic structure as well as complex multilingual communities with internal social divisions. Illustrations are drawn from the author’s research in French Canada and Papua New Guinea, and from Blanc’s (1964) study of Baghdad. Finally, the study of multilingual speech communities is linked to the understanding of how superposed linguistic knowledge is integrated across the lifespans of individual speakers and across communal groups. Even in such situations, members who do not share a language seek to communicate with each other, finding ways of doing so that respond to social opportunities and circumvent social barriers.
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Gnevsheva, Ksenia. "The role of style in the ethnolect: Style-shifting in the use of ethnolectal features in first- and second-generation speakers." International Journal of Bilingualism 24, no. 4 (January 28, 2020): 861–80. http://dx.doi.org/10.1177/1367006920902520.
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Aims and Objectives/Purpose/Research Questions: The paper aimed to investigate style-shifting in the use of ethnolectal features in first- and second- generation bilingual migrants. Design/Methodology/Approach: Three groups of speakers (first- and second-generation Russian–English bilinguals as well as monolingual Anglo Australians) were audio-recorded in three different styles (conversation, interview, and reading). Data and Analysis: Their production of the goose and trap vowels across the styles was analyzed quantitatively. Findings/Conclusions: Overall differences were found between the groups such that first- and second-generation speakers produced more Russian-like vowels compared to the monolinguals; with the biggest differences between the first-generation speakers and the other two groups. In terms of style-shifting, no significant differences were found in the monolingual speakers, and both first- and second-generation speakers were found to produce most Australian English-like vowels in the conversation style. At the same time, certain differences between the two bilingual groups surfaced, such as no significant differences in the first-generation speakers’ production of the goose vowel and in the vowels’ linguistic conditioning. Originality: Previous studies have compared ethnolects in the first- and second-generations of migrants and mainstream varieties in order to theorize ethnolect formation. Several studies have also investigated intraspeaker style-shifting between more ‘mainstream’ and more ‘ethnic’ in ethnolect speakers, but such style-shifting is rarely compared across generations. Significance/Implications: The similarities and differences between the two bilingual groups suggest that ethnolectal features may be originally derived from the community language but may be reallocated to other sociolinguistic meanings in the second generation.
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Achugar, Mariana. "Counter-hegemonic language practices and ideologies." Spanish in Context 5, no. 1 (June 6, 2008): 1–19. http://dx.doi.org/10.1075/sic.5.1.02ach.
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This article examines how local norms for Spanish use in a multilingual Southwest Texas border setting respond to and contest dominant monolingual ideologies. The analysis focuses on notions of what languages are legitimate for use in the public sphere in this community and on the benefits of engaging in particular communicative practices. The corpus analyzed comes from interviews with key members of the university (president, program director, professor) and from newspaper articles published in the local newspaper. The article shows how institutional actors from the media and education contest dominant monolingual language ideologies by situating these views historically and connecting them to key conceptual metaphors that encapsulate language ideologies. In doing so, these institutional actors challenge national ideologies that construct monolingualism and standard ‘English’ as the natural and only option connected to social and economic success, offering Spanish and bilingualism as legitimate alternatives.
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Tararova, Olga. "Negative doubling in the Italo-Mexican community of Chipilo, Mexico." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, no. 2 (December 31, 2016): 582–612. http://dx.doi.org/10.1075/resla.29.2.08tar.
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This study describes the phenomenon of negative doubling in Chipilo, Mexico. It has been hypothesized that Italo-Mexican bilinguals who speak Veneto (L1) and Spanish (L2) have transferred a second final no (no fui no ‘I did not go NEG’) from their L1 into Spanish, a language that does not allow a repetition of the same negator in the postverbal position. This study analysed the data of 49 participants (Chipileños, mixed groups, and monolingual speakers) classified into two sex groups and four ethnicity groups, who performed a preference forced choice task and a repetition task. The results suggest a transfer effect from L1 to L2 in the bilinguals’ speech, specifically in the discourse of males. Second negative mention and verbs as previous constituents had a strong effect on elicitation of negation doubling.
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Schneider, Britta. "Multilingual Cosmopolitanism and Monolingual Commodification: Language Ideologies in Transnational Salsa Communities." Language in Society 39, no. 5 (November 2010): 647–68. http://dx.doi.org/10.1017/s0047404510000643.
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AbstractSalsa, a global urban music and dance phenomenon, is an interesting example for the emergence of transnational cultural spheres. Salsa has its roots in the Americas and in many Salsa communities outside of Latin America, the Spanish language is seen as the authentic means of expression. However, attitudes to multilingualism can differ strongly from Salsa community to Salsa community.In this paper, the Salsa-scene of Sydney is introduced with its various stances towards multilingualism. These are connected to different styles of the dance, where one style is practiced in English only, while dancers of another style are often bilingual speakers of Spanish and English. Monolingualism and multilingualism here mediate the affiliation to different local scenes. Simultaneously, both language ideologies relate to different global discourses of competitive and cosmopolitan culture. It will be asked whether the introduced language ideologies challenge traditional frameworks of society and reified discursive concepts of language. (Multilingualism – Transnationalism – Cosmopolitanism)*
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Limerick, Philip P. "The discursive distribution of subject pronouns in Spanish spoken in Georgia: A weakening of pragmatic constraints?" Studies in Hispanic and Lusophone Linguistics 12, no. 1 (May 27, 2019): 97–126. http://dx.doi.org/10.1515/shll-2018-0013.
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AbstractThis study examines subject expression from a pragmatic perspective in an emerging bilingual community of Roswell, Georgia, an exurb of Atlanta. Using sociolinguistic interviews conducted in Roswell, first-person singular subject pronoun (SP) usage is analyzed among 10 Mexican speakers within five distinct pragmatic contexts: salient referent, switch focus, contrastive focus, pragmatic weight, and epistemic parentheticals. A comparison is made between Georgia speakers and monolingual Mexican speakers in Querétaro in order to explore the possible weakening of pragmatic constraints due to English contact. Results indicate that a contact hypothesis is not supported in terms of overall overt pronoun usage as evidenced by similar frequencies when compared to monolingual Mexican varieties. However, an increased use of overt SPs in the context of salient referent as well as a diminished use of overt SPs in switch focus contexts is found, suggesting a potential weakened sensitivity to such pragmatic constraints.
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Taxitari, Loukia, Maria Kambanaros, and Kleanthes K. Grohmann. "A Cypriot Greek Adaptation of the CDI: Early Production of Translation Equivalents in a Bi-(dia)lectal Context." Journal of Greek Linguistics 15, no. 1 (2015): 122–45. http://dx.doi.org/10.1163/15699846-01501003.
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The MacArthur-Bates Communicative Development Inventory (CDI) has been widely used to study children’s word production in both monolingual and bilingual contexts, in typical and atypical populations, and for the study of different aspects of language development, such as the use of mutual exclusivity. In this study, an adaptation of the CDI in Cypriot Greek is used to collect production data for post-vocabulary spurt children growing up in a bilectal community, where two different varieties of a language are used. Parents report that their children use translation equivalents for a single concept, and these increase as their total word production increases. Also girls seem to produce more translation equivalents than boys overall. This suggests that lexical development in bilectal communities might be more similar to bilingual rather than monolingual development, and that mutual exclusivity does not constrain word usage in such populations even during early word production.
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Morozova, Maria S. "Language choice and codeswitching in the Balkan polylogue (a case of the bilingual community of Velja Gorana, Montenegro)." Centre of Linguocultural Research Balcanica. Proceedings of Round Tables, no. 6 (2018): 49–67. http://dx.doi.org/10.31168/2619-0842.2018.5.
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The article describes strategies of language choice and codeswitching (CS) in the Slavic-Albanian bilingual community, which lives in the village of Velja Gorana in the south of Montenegro. An attempt has been made to find out how individual features of communicants (age, sex, origin, linguistic competence, etc.) influence the presence or absence of CS, and what conventions and rules governing the language choice and CS exist in the community. The study is based on dialogues and polylogues with the participation of monolingual and bilingual speakers, recorded during the field trips in Velja Gorana in the years 2014 and 2015.
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Setiawan, Irma. "Social Dialect Variations in Sasak Monolingual Society: A Lingual Critical Study." International Journal of Linguistics, Literature and Culture 1, no. 1 (July 1, 2015): 1. http://dx.doi.org/10.21744/ijllc.v1i1.101.
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Social dialect variation is diversity and richness of dialect owned by an individual or group in Sasak monolingual society. Moreover, the diversity of social dialect is also often used as a medium for transferring ideology, identity, and existence by an individual or group of individual or other groups. Thus, the purpose of this study is to describe the form of vocabulary choice in social dialect variation of Sasak community to show differences in speech who is high social status (superior) and low social status (inferior) between individuals or groups and between women and men. The theory used is social dialect variation form of Janet Holmes and critical analysis Norman Fairclough. The data was collected by observing methods and interview as well as the basic techniques and derivatives, observation and documentation methods. Sources of data gathered from Sasak speakers who are communicating. Data were analyzed by using descriptive qualitative method which aims to make systematic description, categorization, and patterning. Data are presented formally and informally. At last, this study resulted in different forms of social dialect variation by an individual or group and by women and men who can cause physical-psychic intersection.
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Slaughter, Yvette, and John Hajek. "Community languages and LOTE provision in Victorian primary schools." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 7.1–7.22. http://dx.doi.org/10.2104/aral0707.
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Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Slaughter, Yvette, and John Hajek. "Community languages and Lote provision in Victorian Primary Schools." Australian Review of Applied Linguistics 30, no. 1 (2007): 7.1–7.22. http://dx.doi.org/10.1075/aral.30.1.05sla.
Full textAbstract:
Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that programs that are run are effective, address the needs of the community and are embraced as a valuable and enriching component of the school curriculum. This study looks at the provision of LOTE in 2003 in Victorian primary schools and in particular, through an analysis of the geographical location of community groups and primary LOTE programs, how effectively community needs are being met. We also analyse the nature of LOTE programs through an examination of teachers’ qualifications, time allotment and program type. Factors identified by some schools as impinging on LOTE study at the primary level, such as literacy concerns and multilingual diversity, will also be examined.
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Ding, Hongdi. "Chinese-dominant bilingualism." Linguistics of the Tibeto-Burman Area 42, no. 2 (December 31, 2019): 280–322. http://dx.doi.org/10.1075/ltba.17014.din.
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Abstract This research provides quantitative evidence of the decline in Nuosu competence among the young Nuosu generation in Liangshan, Sichuan, China, through a direct comprehensive linguistic measurement of their Nuosu-Chinese bilingual competence. Although the young generation can still speak Nuosu, a Tibeto-Burman language, as fluently as the elder Nuosu generations without apparent difficulty, this research identifies the subtle change of competence before it becomes widely noticeable. A sample of 34 ethnic Nuosu of three generations was tested in Xichang, Liangshan, through measuring their core or implicit language knowledge (i.e. morphology, syntax, lexicon, semantics, and pragmatics) in Nuosu and Chinese. The participants were from seven Shynra-speaking counties and two Yynuo-speaking counties, mainly within Liangshan. The test format was listening and speaking, to include illiterate speakers. It was found that all elder and middle-aged subjects still possessed monolingual baseline competence, which was stable and maintained at a high level. However, only half of the young Nuosu subjects achieved monolingual baseline competence in Nuosu. The other half, though still considered as native speakers of Nuosu, had lower and more varied competence; however, almost all of them achieved monolingual baseline competence in Chinese. The Nuosu speech community in Liangshan is shifting from Nuosu-dominant bilingualism to Chinese-dominant bilingualism. Moreover, the present study proposes a typology of native speakers and a typology of bilinguals based on different levels of competence obtained from the current sample.
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Kasanova, Ria, and Muhammad Darrin Zuhri. "Jargon language Madura in the community coastal in Pamekasan district (A linguistic study)." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 2 (July 25, 2019): 160–64. http://dx.doi.org/10.30998/jh.v1i2.51.
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In a society there is no uniformity of language, although in a monolingual language society (society uses only one language in all life activities). Thus it is clear that the language is not monolithic, not only in one form, but in various forms. Languages that are still within the scope of the same language system (langue) are called language variants. The phenomenon of language other than can be observed as a phenomenon of system or language structure can be observed as a social phenomenon. As a social phenomenon, the use of language in society is influenced by situational factors. In relation to the above matter in this study the researchers further study it through the title of research 'Jargon Madurese Language In Coastal Communities in Pamekasan District (A Linguistic Review)'.
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Næss, Åshild, and Mathias Jenny. "Who changes language? Bilingualism and structural change in Burma and the Reef Islands." Journal of Language Contact 4, no. 2 (2011): 217–49. http://dx.doi.org/10.1163/187740911x589253.
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AbstractIn this paper we discuss two cases of contact-induced language change where lexical and grammatical borrowing appear to have gone in opposite directions: one language has borrowed large amounts of vocabulary from another while at the same time being the source of structural borrowings into the other language. Furthermore, it appears in both cases that the structural borrowing has come about through bilingualism in L1 speakers of the source language, while L1 speakers of the language undergoing the structural change are largely monolingual. We propose that these two unusual factors are not unrelated, but that the latter is the cause of the former: Under circumstances where the numerically much smaller language in a contact situation is the contact language, the L2 speakers' variety, influenced by their L1, may spread into the monolingual community. e lexical borrowing naturally happens from the bilingual speakers' L2 into their L1, resulting in opposite directions of lexical and structural borrowing. Similar processes have been described in cases of language shift, but we show that it may take place even in situations where shift does not occur.
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Kozminska, Kinga, and Zhu Hua. "“Dobra polska mowa”: monoglot ideology, multilingual reality and Polish organisations in the UK." International Journal of the Sociology of Language 2021, no. 269 (May 1, 2021): 73–98. http://dx.doi.org/10.1515/ijsl-2020-0010.
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Abstract This article examines the tension between multilingual reality of migrant life and monoglot standard ideology in Polish grassroots organisations in the UK. Drawing on linguistic ethnographic fieldwork from 2017 to 2019, we show that while flexible multilingual practices characterise the community’s multilingual reality, a preference for monolingual standard Polish exists in community activities and online profiles. We argue that, through common orientation to the denotational code and national identity, the organisations give preference to language rather than the speech community of the immediate surroundings and attempt to create a representation of a timeless unified Polish community in line with the static framework of the European nation-state that promotes linguistic, cultural and racial purity. While advocating sedentary, permanent and classed images of migration and integration into British society, the organisations marginalise uses of other language varieties and erase observed historical, class and regional differences within the community.
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Mesthrie, Rajend. "Rajendra Singh (ed.), The native speaker: Multilingual perspectives. (Language and development, 4.) New Delhi & Thousand Oaks, CA, 1998. Pp. 226. Hb $34.95." Language in Society 29, no. 2 (April 2000): 279–82. http://dx.doi.org/10.1017/s0047404500282043.
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What is a native speaker? This question has been taken for granted in linguistics, which has frequently taken as its starting point the monolingual community in which the native speaker is one who speaks the language “from the crib” (Singh, 40) throughout his or her life. In the idealized case, even for sociolinguistics, the native speaker has one native language which s/he speaks fluently: s/he is a rather “sedentary” person who is “uncontaminated” in significant ways by speakers of other languages (Salikoko Mufwene, 114).
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Jaffe, Alexandra. "Staging language on Corsica: Stance, improvisation, play, and heteroglossia." Language in Society 44, no. 2 (April 2015): 161–86. http://dx.doi.org/10.1017/s0047404515000032.
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AbstractThis article uses the concept of stance to examine a series of activities and plurilingual heteroglossic performances and improvisations in a Corsican language-planning event. It focuses on how stances taken by performers attribute stances to the audience, as well as how stance objects (language, community, heritage) are construed in performance. This analysis is used to examine how these language-planning events mediate ideological tensions in Corsican language planning, specifically between traditional monolingual/purist ideologies and plurilingual, polynomic ones. (Stance, Corsica, performance, ideology, heteroglossia)*
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Komlósi, Flora. "Motivation of Russian Students Towards the Learning of English." Journal of Language and Education 3, no. 1 (March 1, 2017): 23–33. http://dx.doi.org/10.17323/2411-7390-2017-3-1-23-33.
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This paper seeks to analyze the attitudes and motivation for learning English of students in the city of Surgut, in the Russian Federation. The investigation was carried out in November 2013 by means of self-completion questionnaires distributed to 30 students aged between 13 and 17 who had studied English for at least two years in private language schools although all of them had studied at least one foreign language within the Russian national education system. The students were divided into two main categories: students who are citizens of the Russian Federation who come from bilingual families (BF), such as Tatar, Bashkir, Ukrainian or others, and students from Russian monolingual families (MF). The results were analyzed from different motivational views, namely achievement, instrumental, integrative, extrinsic, and intrinsic motivations. This methodology allowed the researcher to acquire a multi-perspective vision of what impelled Russian students to learn English, what they expected of that knowledge, and whether there were differences between both groups. The results showed a high level of motivation among both genders of bilingual students and among girls from Russian monolingual families, while non-bilingual boys’ results were much more discreet. Although this research wascarried out in according to concrete standards of age and education, the results can increase the scientific understanding of motivation for second-language learning in contexts where that second language is not necessary, used or even known by the community in its daily life, as well as the perception of language learning by monolingual and by bilingual individuals.
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Hertel, Tammy Jandrey, and Hilary Barnes. "Language use and attitudes toward Kaqchikel and Spanish in San Marcos La Laguna, Guatemala." International Journal of the Sociology of Language 2020, no. 266 (November 26, 2020): 95–120. http://dx.doi.org/10.1515/ijsl-2020-2113.
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AbstractThis study focuses on the factors contributing to language maintenance and shift in the bilingual community of San Marcos La Laguna, Guatemala, where both Spanish and Kaqchikel are spoken. For many decades, San Marcos was relatively isolated from other nearby communities and many speakers were monolingual in Kaqchikel. However, recent changes in the community, particularly a rise in tourism and access to education, have contributed to an increased need for Spanish. The present study draws from qualitative data collected from sociolinguistic interviews and participant observation to determine both the usage of Kaqchikel and Spanish in the community and the attitudes that bilingual speakers have toward both languages. Results demonstrate that Kaqchikel continues to be a marker of identity and cultural pride, but the economic opportunities Spanish provides result in more people using Spanish at work and home.
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Achugar, Mariana, and Silvia Pessoa. "Power and place." Spanish in Context 6, no. 2 (September 9, 2009): 199–223. http://dx.doi.org/10.1075/sic.6.2.03ach.
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This paper explores the role of Spanish in an academic community in Southwest Texas in order to demonstrate how power, history and place affect linguistic attitudes. The changing status of Spanish from being an index of low wage paying jobs to being a marker of membership in an exclusive academic community serves as a case to investigate how power relations and history interact to shape linguistic attitudes of individuals and groups. Members of the Bilingual Creative Writing Graduate Program at the University of Texas, El Paso, were interviewed to identify the prevalent attitudes towards bilingualism, Spanish in the community and Spanish language users. A discourse analysis of the interviews revealed that participants in this community value Spanish use and bilingualism in the academic context, but have mostly negative attitudes towards local varieties of Spanish and monolingual speakers. This study demonstrates the importance of history, power and place in understanding language attitudes as shared evaluations of language users and uses.
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Cook, Vivian. "The nature of the L2 user." EUROSLA Yearbook 7 (August 10, 2007): 205–20. http://dx.doi.org/10.1075/eurosla.7.12coo.
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Three of the basic issues raised by the multi-competence perspective for SLA research are: (1) who are the L2 users? Both as the possession of the individual and of the community, L1 and L2 are diverse and flexible, ranging from developing to relatively static to reducing. SLA research has to recognise the shifting flux of L1 and L2 systems. (2) what is the language that the L2 user knows? Five meanings of ‘language’ are discussed: human representation system, institutional object, set of sentences, community and individual possession, concluding that the language systems of the individual and of the community need to be treated as a whole. (3) What is the community the L2 user belongs to? L2 users belong to diverse communities of their own, both local and global. SLA research needs to explore the nature of these communities rather than assuming L2 users wish to be part of native monolingual communities.
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Marten, Heiko, and Maris Saagpakk. "The monolingual habitus of German society challenging the interests of an autochthonous minority language." Apples - Journal of Applied Language Studies 13, no. 3 (June 25, 2019): 77–106. http://dx.doi.org/10.17011/apples/urn.201909124143.
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This paper analyzes the LL in the city of Bautzen / Budyšin in Germany, a town which is frequently considered the “capital” of the Slavonic minority of the Sorbs. It focuses on the societal role of Sorbian in relation to practices and ideologies of mainstream German society. The vast majority of signs in Bautzen / Budyšin are in German only. Sorbian is essentially restricted to explicitly Sorbian institutions and to local and regional administration. Interviews conducted in shops and on the streets reveal that paternalistic attitudes common to perceptions of language policies and minority languages in Germany dominate; practices maintain the common monolingual habitus in German society. Members of the majority population show little awareness of Sorbian issues, and Sorbian signage is seen as a generous gesture but considered essentially unnecessary. Only in most recent times, a reaction by the Sorbian community has challenged these practices and attitudes.
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Callan, Victor J., and Cynthia Gallois. "Anglo-Australians’ and Immigrants’ Attitudes toward Language and Accent: A Review of Experimental and Survey Research." International Migration Review 21, no. 1 (March 1987): 48–69. http://dx.doi.org/10.1177/019791838702100103.
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Research on the language attitudes of members of dominant and minority speech communities has special importance in countries such as Australia, where governments are in the process of developing a national language policy. Research in Australia suggests that Anglo-Australians remain strongly monolingual and Anglophile in their attitudes; they support educational programs on other languages mainly for their children's own educational advantage. In addition, they show preference in most situations for standard or prestige varieties of English. Second generation members of immigrant groups are under strong pressure to assimilate and to abandon their community languages. Opportunities to learn and use community language are somewhat restricted. In addition, young, second generation Australians may in some cases have even more negative attitudes toward nonstandard accents in English then do Anglo-Australians although they may value their own ethnic language as a signal of solidarity with their ethnic community.
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Sewell, Abigail A. "THE (UN)INTENDED CONSEQUENCES OF BILINGUAL EMPLOYMENT POLICIES." Du Bois Review: Social Science Research on Race 14, no. 1 (2017): 117–43. http://dx.doi.org/10.1017/s1742058x16000345.
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AbstractRecent immigration and migration patterns have altered the ethnoracial composition of Alameda County, California. Sociopolitical leaders have struggled to adjust to these changes. In an effort to facilitate limited English speakers’ access to critical municipal services, Oakland—the largest municipal in Alameda County—passed an Equal Access to Services Ordinance on May 8, 2001, which is a groundbreaking language access legislation for the City of Oakland’s public administration. Using data from the 2000 Census and the 2005–2011 American Community Survey, this study examines the impact of bilingual employment policies on the ethnoracial segmentation of Alameda County workers. Logistic regression reveals that bilingual employment policies have reorganized both targeted (i.e., public contact) and non-targeted occupations within the local government public administration sector. Specifically, Spanish/Chinese bilingual speakers made gains in the public administration sector (the intended effects), while Black monolingual English speakers experienced losses (the unintended effects). The representation of Black monolingual English speakers in public contact jobs within the local government public administration sector declined by as much as 18 percentage points after the implementation of the nation’s first municipal-level bilingual employment policy. The impact of bilingual employment policies on the East Bay’s Black/Brown relations and African American’s hold on low-skilled jobs in service industries is examined.
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Fernández Pena, Yolanda, and Francisco Gallardo del Puerto. "Agreement morphology errors and null subjects in young (non-)CLIL learners." Vigo International Journal of Applied Linguistics, no. 18 (January 18, 2021): 97–122. http://dx.doi.org/10.35869/vial.v0i18.3365.
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There is a wealth of studies on L2 English acquisition in CLIL contexts in Spain, but most have underexplored the potential impact of CLIL in the longer run on the morphosyntax of earlier starters from monolingual regions. This paper fills this gap by exploring agreement morphology errors and subject omission in the oral production of Primary Education English learners from the Spanish monolingual community of Cantabria. The sample investigated consists of the individual narration of a story by learners in two age-matched (11-12 year-olds) groups, one CLIL (n=28) and one non- CLIL (n=35). The results show no statistically significant differences between both groups for the provision of specific linguistic features at a younger age, though some evidence also points to a subtle effect of additional CLIL exposure. Both groups show moderately low rates of null subjects; they omit affixal morphology (*he eat ) significantly more frequently than suppletive inflection (*he _ eating) and they seldom produce commission errors (*they eats). Interestingly, non-CLIL learners show far greater rates of omission with auxiliary be than copula be and frequently use the placeholder is (*he is eat), which evinces an earlier stage of acquisition than that of CLIL learners.
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Wilkerson, Miranda E., Mark Livengood, and Joe Salmons. "The Sociohistorical Context of Imposition in Substrate Effects." Journal of English Linguistics 42, no. 4 (September 10, 2014): 284–306. http://dx.doi.org/10.1177/0075424214547963.
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A growing literature directly connects historical demographic patterns to the emergence of new dialects or languages. This article moves beyond the usual macro view of such data, relying on simple numbers of speakers and similar information, to focus on the input to new generations of speakers in a so-called substrate setting. The English now spoken in eastern Wisconsin shows a range of influences from German, and we work to reconstruct the kinds of input that the first large generation of English L1, mostly monolingual English-speaking children in the community,likely received at the level of the household and the individual. Evidence strongly suggests that most children in the community would have been widely exposed to heavily German-influenced English, in part due to a critical moment of shift from German to English as the home language in many households.
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Carter, Phillip M., and Tonya E. Wolford. "Grammatical change in borderlands Spanish: A variationist analysis of copula variation and progressive expansion in a South Texas bilingual enclave community." Studies in Hispanic and Lusophone Linguistics 11, no. 1 (April 25, 2018): 1–27. http://dx.doi.org/10.1515/shll-2018-0001.
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Abstract This study investigates variation in the grammatical system of Spanish in the speech of three generations of Mexican Americans living in a community in South Texas, United States, characterized by high levels of bilingualism and long-term, sustained contact between languages. Two variables are studied using quantitative methods: (1) the extension of the copula verb estar into domains traditionally confined to ser and (2) the expansion of progressive forms at the expense of the simple present. The data reported here suggest changes-in-progress that appear to be accelerated by the linguistic and sociocultural conditions of the community including, especially, lack of access to formal education in Spanish. The sociolinguistic patterning for these variables is compared to patterning for the same variables reported in the literature in both monolingual communities in Spain and Latin America and bilingual communities in the United States.
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Valentine, Lisa Philips. "Song of Transformation." Ethnologies 25, no. 2 (April 13, 2004): 131–44. http://dx.doi.org/10.7202/008051ar.
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AbstractFirst Nations Englishes display continuity in discourse structuring, even when the speaker is monolingual in English. This article documents this cultural and discursive continuity through the analysis of a young Seneca songwriter’s performance of an original non-traditional song, written and sung in English. The analysis highlights key features of traditional Iroquoian discourse as they appear in the song text, and ties those discursive strategies to the social and political context of the performance venue, the songwriter’s family and the Six Nations community. This multilevel ethnomusicological analysis explores issues of genre and style as they relate to identity and resistance in the context of a Canadian First Nation.
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Moore, Ellen. "Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate." Perspectives of the ASHA Special Interest Groups 1, no. 5 (March 31, 2016): 41–49. http://dx.doi.org/10.1044/persp1.sig5.41.
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As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.